UBC Wiki - User contributions [en]

Course:LFS350/Learning Objectives

2024-09-10T18:11:54Z

WillValley:

=='''LFS 350 Learning Objectives'''==
Upon completion of LFS 350, successful students will be able to: 

1. Critically analyze connections between food, health, and the environment within a community food security discourse.

* Evaluate the contributions of different food-related academic disciplines to addressing community food security issues
* Integrate disciplinary and systems approaches to understanding community food security issues
* Articulate the principles of Asset-Based Community Development and Food Justice

2. Propose, implement, and evaluate a community-based food systems project in an interdisciplinary team.

* Articulate community values and objectives within broader food system theories
* Apply the principles of Asset-Based Community Development and Food Justice to address a community food security issue
* Propose and implement a course of action to address a community food security issue
* Evaluate project outcomes to demonstrate effectiveness of collective actions

3. Interact professionally with project team members and community stakeholders

* Identify and integrate personal, group, and community values and objectives
* Participate collaboratively as an effective team member, and provide constructive  feedback to peers
* Develop and disseminate knowledge that is useful to key stakeholders through oral and written communication
* Reflect on and assess personal experiences gained through participating in a collaborative community-based project.

== '''LFS 350 Competency Development''' ==
In class and community-based activities in the course are designed to develop the following competencies:

'''Project Development'''
*I can develop a clear project proposal
*I can identify indicators that allow me to measure progress towards project outcomes
*I can collect information to determine if project outcomes are achieved
*I can keep all stakeholders aware of progress throughout the duration of a project
'''Collaboration'''
* I recognize my own social and cultural location(s) within society, and how these relate to working with others
* I can work with others to achieve a common goal; I do my share.
* I can take on roles and responsibilities in a group.
* I can address conflict when it arises in group work.
* I can give, receive, and integrate feedback
* I can reflect on my own and group performance in order to improve work and learning
'''Equity'''
* I recognize the extent to which socio-cultural structures and values may oppress, marginalize, alienate, or create or enhance privilege and power in the food system
* I understand that historical and current systemic inequities (e.g. organizational, institutional, legal and legislative forces) affect different groups and individuals
* I can use knowledge of the effects of oppression, discrimination, and historical trauma to guide the development of socially just food system projects
'''Collective Action'''
* I can analyze a food system issue and determine how it emerged
* I can identify key stakeholders in a food system issue and the power dynamics among them
* I can identify the possibilities and barriers to achieve collective change in a food system issue
* I can work in a public setting to address a collective need related to the food system
'''Communication'''
* I can orally present information and ideas to an audience I may not know.
* I can communicate complex ideas in writing.
* I can communicate professionally over email and phone.
* I can use design principles to create a clear and attractive infographic

== '''LFC Series Learning Objectives''' ==
The Land, Food and Community (LFC) series (LFS 100, 250, 350, and 450) is the academic core of all programs in the Faculty of Land and Food Systems (LFS). The objective of the LFC series is to create learning opportunities that encourage students to become citizens, professionals, and leaders who understand the opportunities and obstacles to creating regional, national and global food systems that are ecologically, socially and economically sustainable.

The objectives of the LFC series are achieved through a pedagogical approach and learning environment that we call the “Ecology of Knowledge”. The “Ecology of Knowledge” refers to how knowledge is created, and re-created, in the many diverse contexts in which it emerges. It also examines how knowledge is produced, distributed, and shared. In the LFC series we foster a learning environment that values diversity, encourages excellent oral and written communications skills, and cultivates the ability to work creatively and cooperatively in team settings. Course instructors and teaching assistants are viewed as facilitators and resource people who participate in a “community of learners” with you and your classmates.
Land and Food Systems students who have completed the Land, Food and Community (LFC) core series are systems thinkers, able to work collaboratively in multicultural, inter- and trans- disciplinary teams to develop solutions for complex, multi-stakeholder issues related to food, health and the environment. Incorporating academic and community perspectives, they apply their knowledge in an environmentally, socially and economically sustainable manner to community food security challenges.

Upon completion of the LFC Series, students will be able to:

* Use systems approaches to analyze land and food issues related to building healthy, sustainable, and just communities, both locally and globally.
* Select, evaluate, and integrate interdisciplinary evidence relating to food systems issues.
* Plan, implement, and evaluate actions to address food systems challenges.
* Collaborate and communicate effectively as members of diverse stakeholder teams.
* Critically reflect on learning and responsibilities as professionals addressing food systems issues.

== '''Information for Students in the Dietetics Major''' ==
This course, like all required courses in the Dietetics Major, contributes to coverage of the Integrated Competencies for Dietetic Education and Practice (ICDEP). All students in the Dietetics Major should refer to the [https://www.pdep.ca/library/PDEP-Policies/Integrated-Competencies-For-Dietetic-Education-And.aspx Mapping of Curriculum to ICDEP] page on the dietetics website to familiarize themselves with the requirements.

Course:LFS350/Learning Objectives

2024-03-25T17:15:54Z

WillValley:

=='''LFS 350 Learning Objectives'''==
Upon completion of LFS 350, successful students will be able to: 

1. Critically analyze connections between food, health, and the environment within a community food security discourse.

* Evaluate the contributions of different food-related academic disciplines to addressing community food security issues
* Integrate disciplinary and systems approaches to understanding community food security issues
* Articulate the principles of Asset-Based Community Development and Food Justice

2. Propose, implement, and evaluate a community-based food systems project in an interdisciplinary team.

* Articulate community values and objectives within broader food system theories
* Apply the principles of Asset-Based Community Development and Food Justice to address a community food security issue
* Propose and implement a course of action to address a community food security issue
* Evaluate project outcomes to demonstrate effectiveness of collective actions

3. Interact professionally with project team members and community stakeholders

* Identify and integrate personal, group, and community values and objectives
* Participate collaboratively as an effective team member, and provide constructive  feedback to peers
* Develop and disseminate knowledge that is useful to key stakeholders through oral and written communication
* Reflect on and assess personal experiences gained through participating in a collaborative community-based project.

== '''LFS 350 Competency Development''' ==
In class and community-based activities in the course are designed to develop the following competencies:

'''Project Development'''
*I can develop a clear project proposal
*I can identify indicators that allow me to measure progress towards project outcomes
*I can collect information to determine if project outcomes are achieved
*I can keep all stakeholders aware of progress throughout the duration of a project
'''Collaboration'''
* I recognize my own social and cultural location(s) within society, and how these relate to working with others
* I can work with others to achieve a common goal; I do my share.
* I can take on roles and responsibilities in a group.
* I can address conflict when it arises in group work.
* I can give, receive, and integrate feedback
* I can reflect on my own and group performance in order to improve work and learning
'''Equity'''
* I recognize the extent to which socio-cultural structures and values may oppress, marginalize, alienate, or create or enhance privilege and power in the food system
* I understand that historical and current systemic inequities (e.g. organizational, institutional, legal and legislative forces) affect different groups and individuals
* I can use knowledge of the effects of oppression, discrimination, and historical trauma to guide the development of socially just food system projects
'''Collective Action'''
* I can analyze a food system issue and determine how it emerged
* I can identify key stakeholders in a food system issue and the power dynamics among them
* I can identify the possibilities and barriers to achieve collective change in a food system issue
* I can work in a public setting to address a collective need related to the food system
'''Communication'''
* I can orally present information and ideas to an audience I may not know.
* I can communicate complex ideas in writing.
* I can communicate professionally over email and phone.
* I can use design principles to create a clear and attractive infographic

== '''LFC Series Learning Objectives''' ==
The Land, Food and Community (LFC) series (LFS 100, 250, 350, and 450) is the academic core of all programs in the Faculty of Land and Food Systems (LFS). The objective of the LFC series is to create learning opportunities that encourage students to become citizens, professionals, and leaders who understand the opportunities and obstacles to creating regional, national and global food systems that are ecologically, socially and economically sustainable.

The objectives of the LFC series are achieved through a pedagogical approach and learning environment that we call the “Ecology of Knowledge”. The “Ecology of Knowledge” refers to how knowledge is created, and re-created, in the many diverse contexts in which it emerges. It also examines how knowledge is produced, distributed, and shared. In the LFC series we foster a learning environment that values diversity, encourages excellent oral and written communications skills, and cultivates the ability to work creatively and cooperatively in team settings. Course instructors and teaching assistants are viewed as facilitators and resource people who participate in a “community of learners” with you and your classmates.
Land and Food Systems students who have completed the Land, Food and Community (LFC) core series are systems thinkers, able to work collaboratively in multicultural, inter- and trans- disciplinary teams to develop solutions for complex, multi-stakeholder issues related to food, health and the environment. Incorporating academic and community perspectives, they apply their knowledge in an environmentally, socially and economically sustainable manner to community food security challenges.

Upon completion of the LFC Series, students will be able to:

* Use systems approaches to analyze land and food issues related to building healthy, sustainable, and just communities, both locally and globally.
* Select, evaluate, and integrate interdisciplinary evidence relating to food systems issues.
* Plan, implement, and evaluate actions to address food systems challenges.
* Collaborate and communicate effectively as members of diverse stakeholder teams.
* Critically reflect on learning and responsibilities as professionals addressing food systems issues.

== '''Information for Students in the Dietetics Major''' ==
This course, like all required courses in the Dietetics Major, contributes to coverage of the Integrated Competencies for Dietetic Education and Practice (ICDEP). All students in the Dietetics Major should refer to the [http://dietetics.landfood.ubc.ca/about/mapping-of-curriculum-to-icdep/ Mapping of Curriculum to ICDEP] page on the dietetics website to familiarize themselves with the requirements.

Course:Course:LFS350/Projects/F2023/SAEA

2023-09-07T19:09:09Z

WillValley:

==='''Project Title'''===
Communicating land-use changes of UBC Farm, 1900-present

[https://sustainableaged.org/ Sustainable Agriculture Education Association]
=='''Organization Information'''==
===Organization Name===
[https://sustainableaged.org/ Sustainable Agriculture Education Association]
===Mission and Vision of Organization===
The Sustainable Agriculture Education Association (SAEA) promotes and supports the development, application, research, and exchange of best teaching and learning practices in sustainable agriculture education and curricula through communication, training, development, and collaborative activities for teachers and learners. The Association is organized exclusively for education purposes within the meaning of Section 501(c)(3) of the Internal Revenue Code.

The goals of the Association are as follows: Promote and advocate the establishment of sustainable agriculture education programs. Promote the collaborative development and exchange of curricula, best educational and experiential learning practices, and research related to the teaching and learning of sustainable agriculture. Provide public forums for addressing issues in sustainable agriculture education teaching and learning. Serve as a vibrant network for individuals and organizations involved in sustainable agriculture education. Engage in activities to aid the professional development of sustainable agriculture educators and students. Serve as an advocate for sustainable agriculture in other contexts and in collaboration with other organizations relevant to sustainable agriculture education. Obtain public and private funds to collaboratively develop and exchange sustainable agriculture education and curricula at all educational levels and with the general public. Attract talented, bright individuals to teach and work in the field of sustainable agriculture. Contribute to the growth of sustainable agriculture in the U.S. and abroad (within grassroots and educational institutions, farms, businesses, etc.)
===Contact Information===
*Primary Contact Person: Elizabeth Dean
*Email: saea.information[at]gmail.com
*Phone: N/A
*Address:
*Website: [https://sustainableaged.org/][https://ediblegardenproject.com/2021site/ Sustainable Agriculture Education Association]
===Preferred Method of Contact===
*Best method(s) to contact: Email
*Best day(s) to contact: Mondays, Wednesdays, Thursdays, Fridays
*Best time(s) to contact: Afternoon
===Preferred Platform(s) for Remote Collaboration===
*Zoom
=='''Project Description'''==
===Context: What challenge or issue does the project aim to address?===
SAEA will be hosting its conference at the UBC Farm in July 2024. The theme of the conference is "Confronting Colonialism in Sustainable Agriculture and Food Systems Education Programs". The conference organizers would like to develop a visual and text-supported communication piece that depicts the changes that have occurred since the invention of the UBC Point Grey campus (circa 1910) to present, focusing specifically on UBC Farm lands and the surrounding area. This will help the conference participants better understand the history of colonialism and the impacts on the land that they are visiting.
===Main Project Activities and Deliverables===
*Archival research on land-use at UBC and the UBC Farm, locating images, news media, and institutional (UBC) artifacts
*Collated into a digital artifact that can be shared prior to the conference and used within the conference sessions as well
===Student Assets and Skills (preferred or required)===
*Curiosity and excitement to learn more about the history of colonialism and its impacts on land-use on Canada
*Interest in designing and creating on-line media and artifacts
===Are there any mandatory attendance dates (e.g. special event)?===
No
===Will the project take place online, in person, or a combination?===
*Online
===Is a criminal record search (CRS) required?===
*No
===How much self-direction is expected from the students?===
*Deciding on the project deliverable(s) - Equal leadership between students and community partner
*Developing the activity plan and timeline - Equal leadership between students and community partner
*Scheduling and initiating the communication plan (e.g. weekly Zoom check-in, biweekly email update, etc.) - Equal leadership between students and community partner
*Implementing the activity plan - Equal leadership between students and community partner
*Finalizing the deliverable(s) Led by students
=='''Required Reading'''==
===Project/Partner Orientation Materials===
Students should review these materials prior to the first partner meeting:
*Review our website to get a better sense of the organization - https://sustainableaged.org/
*Stein, S. (2022). ''Unsettling the university: Confronting the colonial foundations of US higher education''. JHU Press. (Retrieved through UBC Library)

Course:Course:LFS350/Projects/F2023/RenfrewCC

2023-09-07T05:30:40Z

WillValley: /* Food Systems Issue(s) Addressed in this Project */

=== '''Project Title''' ===
Supporting Chinese Seniors' Wellbeing through Culturally Relevant Nutrition Education

=== '''Organization Name''' ===
[https://www.renfrewcc.com/ Renfrew Park Community Centre]

== '''Organization Information''' ==

=== '''Organization Name''' ===
[https://www.renfrewcc.com/ Renfrew Park Community Centre]

=== '''Mission and Vision of Organization''' ===
Renfrew Park Community Centre (RPCC) is jointly operated by the Vancouver Board of Parks & Recreation and the Renfrew Park Community Association (RPCA).

==== RPCA Mission Statement ====

* We aim to assist in developing and fostering community spirit and involvement and to work closely with the other groups in the Renfrew-Collingwood Neighbourhood.
* We aim to provide cultural, intellectual and physical activities through affordable recreation and leisure.
* We aim to provide affordable, viable, educational, diversified recreational and multi-cultural programs and activities that meet the needs of our community members

==== Vancouver Park Board Mission ====
To provide, preserve, and advocate for parks and recreation services to benefit all people, communities, and the environment.

=== '''Guiding Principles + Values''' ===

* Engaging
* Equity
* Openness
* Accessibility
* Multi-culturalism
* Improved wellness
* Health (both mental and body)
* Engagement of our members

=== '''Contact Information''' ===
* Primary Contact Person(s): Albert S Lee (he/him), Program Coordinator, Chinese Social Group in Cantonese
* Email: aswlee@myself.com
* Phone: 604-809-6639
* Address: 2929 22 Ave E Vancouver BC V5M 2Y3
* Website: https://www.renfrewcc.com/
* Alternate Contact Person: Nick Fong (he/him), Recreation Programmer
* Email/Phone: nick.fong@vancouver.ca

=== '''Preferred Method of Contact''' ===
* Best method(s) to contact: Email, Phone, text message
* Best day(s) to contact: Mondays, Tuesdays, Wednesdays, Thursdays, Fridays, Saturdays
* Best time(s) to contact by phone: Morning (9am-11:30am)

=== '''Preferred Platform(s) for Collaboration and Student Meetings''' ===
* In person
* Email
* Google Meet
* Phone
* Zoom

== '''Project Description''' ==

=== '''Note: This project will take place online and in person''' ===

=== '''Context/Background''' ===
Renfrew Park Community Centre opened in 1963 and offers an active complex of facilities to serve the growing [https://vancouver.ca/files/cov/social-indicators-profile-renfrew-collingwood.pdf Renfrew-Collingwood neighbourhood]. It is jointly-operated by the [https://www.renfrewcc.com/about-us/community-association/ Renfrew Park Community Centre Association] (RPCCA) and the [https://vancouver.ca/your-government/vancouver-board-of-parks-and-recreation.aspx Vancouver Park Board]. Renfrew-Collingwood is home to the city’s highest population of children and youth and fastest growing seniors population. Numerous languages are spoken throughout the community and its ethnicity is celebrated through a variety of diverse and vibrant cultural events.

As part of a wide compliment of community programs for older adults in the neighbourhood, the RPCC Chinese Seniors Group meets on Friday afternoons from 1:30 - 3:30pm. Friday activities vary widely and include guest speakers, workshops, and more. RPCC and the Chinese Seniors Group are working to support healthy and engaged lifestyles for local seniors, including ideas and resources to inspire healthy home-cooked meals. This project addresses the need for a workshop that offers with the workshop offered primarily in Cantonese so that the content is easily accessible for the program participants.
=== '''Food Systems Issue(s) Addressed in this Project''' ===

* Food systems favored by Chinese seniors Nutrition values of foods in the diet of Chinese seniors
* Ways to make soup favored by Chinese seniors
* Ways to maximize the nutrition values of foods consumed by Chinese seniors
* How not to over-eat at their age
* Is the food pyramid used in Canada correct for Chinese seniors?
* Digestive system of Chinese seniors in relation to their diet

=== '''Main Project Activities''' ===

* Collect information on diet/food systems of Chinese seniors
* Research on what foods available season wise, locally, imported and so on
* Review some myths in foods that are followed by Chinese seniors since childhood
* Establish the nutrition values of foods consumed by average Chinese seniors daily
* Evaluate if the diet should be adjusted to maximize nutrition
* Determine the common illnesses of the Chinese seniors
* Evaluate how to adjust their diet to improve their health based on the status of their health

=== '''Main Project Deliverable(s)''' ===

* Complete a report that addresses the diet of the Chinese seniors that maximize the nutrition values and adjustments to be considered for Chinese seniors who have certain health issues
* Deliver the findings in the report in 1 or 2 workshops for presentation to our Chinese seniors in person at the Community Centre
* Presentation to be delivered in Cantonese Presentation materials to be shown during the workshop should be in Chinese

=== '''Student Assets and Skills (preferred or required)''' ===
* Student with Chinese heritage is very beneficial
* At least one or two students who can present to our seniors in Cantonese
* Ability to translate their presentation material to Chinese

=== '''Are there any mandatory attendance dates (e.g. special event)?''' ===
* Group members must be available to facilitate the workshop on one Friday (1:30pm - 3:30pm)
* Specific date to be decided with community partner and student team
* Currently, Nov. 3, 10 and December 29 are not available for presentation

=== '''Is a criminal record search (CRS) required?''' ===
* Yes. The student team should collect all group members' full names and submit them in one email to Nick Fong at nick.fong@vancouver.ca in order to initiate the necessary paperwork. This step should be taken as soon as possible once groups are assigned. Please request an email template from Stephanie (course coordinator) at stephanie.lim@ubc.ca

=== '''How much self-direction is expected from the students?''' ===
* '''Deciding on the project deliverable(s):'''
* '''Developing the activity plan and timeline:'''
* Scheduling and initiating the communication plan (e.g. weekly Zoom check-in, biweekly email update, etc.):
* Implementing the activity plan (e.g. surveying stakeholder groups):
* Finalizing the deliverable(s):
=== '''Related Volunteering/Community Service Opportunities for Students''' ===
* Would love to see any team member living close to the Community Centre to volunteer their time in our senior programs but this is not a prerequisite

== '''Required Reading''' ==

=== '''Project/Partner Orientation Materials''' ===
Students should review the following materials prior to the first partner meeting. Additional orientation materials may be provided at the first partner meeting.

* Students with Chinese heritage should be able to handle the first meeting

=== Additional Materials ===

* ''[https://www2.gov.bc.ca/gov/content/family-social-supports/seniors/health-safety/active-aging/healthy-eating/healthy-eating-for-seniors-handbook Healthy Eating for Seniors Handbook]'' (Chinese edition - culturally adapted and translated from the English version)
* ''[https://www2.gov.bc.ca/gov/content/family-social-supports/seniors/health-safety/active-aging/healthy-eating/healthy-eating-for-seniors-handbook Healthy Eating for Seniors community presentations]'' (scroll down to find the facilitator's guide and presentation materials)
* [https://olderadultnutritionscreening.com/resources-for-older-adults/ Older adult nutrition screening tools] (developed by LFS/HUNU instructor, Anna Brisco RD)
* [https://www.diabetes.ca/nutrition---fitness/meal-planning/7-day-chinese-healthy-meal-plan 7-day Chinese healthy meal plan] (Diabetes Canada)
* Zou, P. (2019) ''[https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6357039/ Facilitators and Barriers to Healthy Eating in Aged Chinese Canadians with Hypertension: A Qualitative Exploration]''https://www.researchgate.net/publication/234017357_Contextual_Factors_Influencing_Dietary_Practices_of_Chinese_Canadian_Seniors_An_Overview_and_Synthesis

== '''Expected Outcomes''' ==

=== '''Intended Short-term Project Outcome''' ===
Chinese seniors, Eat fresh, eat healthy and so on, achieve balance of food consumption and adjustments related to age and illness

=== '''Learning Outcomes''' ===
''Through this project, I think students will learn about...''

* Nutrition is very important to any age group.
* This project will help the students to apply what they are learning in a real world situation related to a target age group with Chinese heritage.
* There are many factors that need to be studied before arriving to the conclusion what would be best to this target group.
* This should give the students a valuable experience in applying what they have learned to provide benefits to the target group.
* This should be a very rewarding experience.

''By working on this project, I think students will develop skills and/or awareness of...''

* The students should gain knowledge in good team work, project planning, work scheduling, defining deliverables, presentation skills and learning how to translate.

''By the end of the project, I believe students will come to appreciate...''

* This project will give the students a chance to evaluate a real world situation related to the nutrition of the foods consumed by the Chinese seniors.
* They will have a chance to look at how heritage, health issues and myths on foods can alter one's expectation of nutrition values of their diet.
* Knowledge derive results. At the end of the project, they can appreciate how they can make changes to a target group's diet for the better.

===== Main Project Activities =====
The students will work with the community partners to develop and deliver a safe food handling workshop. The workshop is to be offered on a Friday afternoon in March. It should consider: Up-to-date food safety information Specific food safety considerations for older adults Culturally competent facilitation, including culturally relevant food examples Language accessibility

=== Expected Project Deliverable(s) ===

* One safe food handling workshop for older, Chinese-speaking adults
* Accompanying audio-visual aids and/or handouts as appropriate

=== Student Assets and Skills (preferred or required) ===

* Cantonese fluency is an asset (at least 2-3 group members should be fluent in Cantonese)
* Knowledge or interest in the importance of food safety
* Knowledge or interest in translating complex information into accessible formats
* Competency, empathy, and interest in working with older adults

=== Student Assets and Skills (to be developed through the project) ===

* Cantonese fluency is an asset (at least 2-3 group members should be fluent in Cantonese)
* Translating complex information into accessible formats
* Competency, empathy, and interest in working with older adults
* Facilitation and public speaking skills Creativity (e.g developing audio-visual materials)
* Knowledge about the importance of food safety in the older adult population

=== How much independence is expected from the students? ===
At the first community partner meeting, students should clarify the partner's expectations for the following aspects of the project. Who will take the lead, or if leadership is to be shared, to what extent are students expected to lead?

* Deciding on the project deliverable(s)
* Developing the activity plan and timeline
* Scheduling and initiating the communication plan (e.g. weekly Zoom check-in, biweekly email update, etc.)
* Implementing the activity plan (e.g. surveying stakeholder groups)
* Finalizing the deliverable(s)

=== Project Location ===

* 2929 East 22nd Avenue, Vancouver BC, V5M 2Y3

=== Related Community Service Opportunities for Students ===

* There are many volunteering opportunities at RPCC, and other opportunities to volunteer with seniors in the Renfrew-Collingwood neighbourhood. Please ask!

== '''Required Reading''' ==

=== Project/Partner Orientation Materials ===
Students should review these materials prior to the first partner meeting:

* [http://www.foodsafe.ca/resources.html Food Safety Resources] (Province of British Columbia)
* ''[http://www.hss.gov.yk.ca/pdf/foodsafety.pdf Food Safety for Older Adults]'' (Canadian Partnership for Consumer Food Safety Education)
* ''[https://www.canada.ca/en/health-canada/services/food-safety-vulnerable-populations/food-safety-adults-ages-60-over.html Food safety for adults ages 60 and over]'' (Government of Canada)

=== Additional Project/Partner Orientation Materials ===
The following will be provided at the first community partner meeting:

* Building tour and volunteer orientation

== '''Expected Outcomes''' ==

=== Intended Project Outcome (Short-term Outcome) ===
Workshop participants have a greater understanding of up-to-date safe food handling practices so they can use safe food practices at the community centre and at home, contributing to increased health and wellness among neighbourhood residents.

=== Learning Outcomes ===
''I hope students will learn about...''

* food safety considerations for older adults

''I think students will come to appreciate...''

* the importance of developing culturally appropriate, accessible educational resources

''Through this project, students will develop...''

* greater skill and confidence in sharing complex information in an informative, fun, and engaging manner

Course:Course:LFS350/Projects/F2023/RenfrewCC

2023-09-07T05:28:52Z

WillValley: /* Context/Background */

=== '''Project Title''' ===
Supporting Chinese Seniors' Wellbeing through Culturally Relevant Nutrition Education

=== '''Organization Name''' ===
[https://www.renfrewcc.com/ Renfrew Park Community Centre]

== '''Organization Information''' ==

=== '''Organization Name''' ===
[https://www.renfrewcc.com/ Renfrew Park Community Centre]

=== '''Mission and Vision of Organization''' ===
Renfrew Park Community Centre (RPCC) is jointly operated by the Vancouver Board of Parks & Recreation and the Renfrew Park Community Association (RPCA).

==== RPCA Mission Statement ====

* We aim to assist in developing and fostering community spirit and involvement and to work closely with the other groups in the Renfrew-Collingwood Neighbourhood.
* We aim to provide cultural, intellectual and physical activities through affordable recreation and leisure.
* We aim to provide affordable, viable, educational, diversified recreational and multi-cultural programs and activities that meet the needs of our community members

==== Vancouver Park Board Mission ====
To provide, preserve, and advocate for parks and recreation services to benefit all people, communities, and the environment.

=== '''Guiding Principles + Values''' ===

* Engaging
* Equity
* Openness
* Accessibility
* Multi-culturalism
* Improved wellness
* Health (both mental and body)
* Engagement of our members

=== '''Contact Information''' ===
* Primary Contact Person(s): Albert S Lee (he/him), Program Coordinator, Chinese Social Group in Cantonese
* Email: aswlee@myself.com
* Phone: 604-809-6639
* Address: 2929 22 Ave E Vancouver BC V5M 2Y3
* Website: https://www.renfrewcc.com/
* Alternate Contact Person: Nick Fong (he/him), Recreation Programmer
* Email/Phone: nick.fong@vancouver.ca

=== '''Preferred Method of Contact''' ===
* Best method(s) to contact: Email, Phone, text message
* Best day(s) to contact: Mondays, Tuesdays, Wednesdays, Thursdays, Fridays, Saturdays
* Best time(s) to contact by phone: Morning (9am-11:30am)

=== '''Preferred Platform(s) for Collaboration and Student Meetings''' ===
* In person
* Email
* Google Meet
* Phone
* Zoom

== '''Project Description''' ==

=== '''Note: This project will take place online and in person''' ===

=== '''Context/Background''' ===
Renfrew Park Community Centre opened in 1963 and offers an active complex of facilities to serve the growing [https://vancouver.ca/files/cov/social-indicators-profile-renfrew-collingwood.pdf Renfrew-Collingwood neighbourhood]. It is jointly-operated by the [https://www.renfrewcc.com/about-us/community-association/ Renfrew Park Community Centre Association] (RPCCA) and the [https://vancouver.ca/your-government/vancouver-board-of-parks-and-recreation.aspx Vancouver Park Board]. Renfrew-Collingwood is home to the city’s highest population of children and youth and fastest growing seniors population. Numerous languages are spoken throughout the community and its ethnicity is celebrated through a variety of diverse and vibrant cultural events.

As part of a wide compliment of community programs for older adults in the neighbourhood, the RPCC Chinese Seniors Group meets on Friday afternoons from 1:30 - 3:30pm. Friday activities vary widely and include guest speakers, workshops, and more. RPCC and the Chinese Seniors Group are working to support healthy and engaged lifestyles for local seniors, including ideas and resources to inspire healthy home-cooked meals. This project addresses the need for a workshop that offers with the workshop offered primarily in Cantonese so that the content is easily accessible for the program participants.
=== '''Food Systems Issue(s) Addressed in this Project''' ===
Food systems favored by Chinese seniors Nutrition values of foods in the diet of Chinese seniors Ways to make soup favored by Chinese seniors Ways to maximize the nutrition values of foods consumed by Chinese seniors How not to over-eat at their age Is the food pyramid used in Canada correct for Chinese seniors? Digestive system of Chinese seniors in relation to their diet

=== '''Main Project Activities''' ===

* Collect information on diet/food systems of Chinese seniors
* Research on what foods available season wise, locally, imported and so on
* Review some myths in foods that are followed by Chinese seniors since childhood
* Establish the nutrition values of foods consumed by average Chinese seniors daily
* Evaluate if the diet should be adjusted to maximize nutrition
* Determine the common illnesses of the Chinese seniors
* Evaluate how to adjust their diet to improve their health based on the status of their health

=== '''Main Project Deliverable(s)''' ===

* Complete a report that addresses the diet of the Chinese seniors that maximize the nutrition values and adjustments to be considered for Chinese seniors who have certain health issues
* Deliver the findings in the report in 1 or 2 workshops for presentation to our Chinese seniors in person at the Community Centre
* Presentation to be delivered in Cantonese Presentation materials to be shown during the workshop should be in Chinese

=== '''Student Assets and Skills (preferred or required)''' ===
* Student with Chinese heritage is very beneficial
* At least one or two students who can present to our seniors in Cantonese
* Ability to translate their presentation material to Chinese

=== '''Are there any mandatory attendance dates (e.g. special event)?''' ===
* Group members must be available to facilitate the workshop on one Friday (1:30pm - 3:30pm)
* Specific date to be decided with community partner and student team
* Currently, Nov. 3, 10 and December 29 are not available for presentation

=== '''Is a criminal record search (CRS) required?''' ===
* Yes. The student team should collect all group members' full names and submit them in one email to Nick Fong at nick.fong@vancouver.ca in order to initiate the necessary paperwork. This step should be taken as soon as possible once groups are assigned. Please request an email template from Stephanie (course coordinator) at stephanie.lim@ubc.ca

=== '''How much self-direction is expected from the students?''' ===
* '''Deciding on the project deliverable(s):'''
* '''Developing the activity plan and timeline:'''
* Scheduling and initiating the communication plan (e.g. weekly Zoom check-in, biweekly email update, etc.):
* Implementing the activity plan (e.g. surveying stakeholder groups):
* Finalizing the deliverable(s):
=== '''Related Volunteering/Community Service Opportunities for Students''' ===
* Would love to see any team member living close to the Community Centre to volunteer their time in our senior programs but this is not a prerequisite

== '''Required Reading''' ==

=== '''Project/Partner Orientation Materials''' ===
Students should review the following materials prior to the first partner meeting. Additional orientation materials may be provided at the first partner meeting.

* Students with Chinese heritage should be able to handle the first meeting

=== Additional Materials ===

* ''[https://www2.gov.bc.ca/gov/content/family-social-supports/seniors/health-safety/active-aging/healthy-eating/healthy-eating-for-seniors-handbook Healthy Eating for Seniors Handbook]'' (Chinese edition - culturally adapted and translated from the English version)
* ''[https://www2.gov.bc.ca/gov/content/family-social-supports/seniors/health-safety/active-aging/healthy-eating/healthy-eating-for-seniors-handbook Healthy Eating for Seniors community presentations]'' (scroll down to find the facilitator's guide and presentation materials)
* [https://olderadultnutritionscreening.com/resources-for-older-adults/ Older adult nutrition screening tools] (developed by LFS/HUNU instructor, Anna Brisco RD)
* [https://www.diabetes.ca/nutrition---fitness/meal-planning/7-day-chinese-healthy-meal-plan 7-day Chinese healthy meal plan] (Diabetes Canada)
* Zou, P. (2019) ''[https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6357039/ Facilitators and Barriers to Healthy Eating in Aged Chinese Canadians with Hypertension: A Qualitative Exploration]''https://www.researchgate.net/publication/234017357_Contextual_Factors_Influencing_Dietary_Practices_of_Chinese_Canadian_Seniors_An_Overview_and_Synthesis

== '''Expected Outcomes''' ==

=== '''Intended Short-term Project Outcome''' ===
Chinese seniors, Eat fresh, eat healthy and so on, achieve balance of food consumption and adjustments related to age and illness

=== '''Learning Outcomes''' ===
''Through this project, I think students will learn about...''

* Nutrition is very important to any age group.
* This project will help the students to apply what they are learning in a real world situation related to a target age group with Chinese heritage.
* There are many factors that need to be studied before arriving to the conclusion what would be best to this target group.
* This should give the students a valuable experience in applying what they have learned to provide benefits to the target group.
* This should be a very rewarding experience.

''By working on this project, I think students will develop skills and/or awareness of...''

* The students should gain knowledge in good team work, project planning, work scheduling, defining deliverables, presentation skills and learning how to translate.

''By the end of the project, I believe students will come to appreciate...''

* This project will give the students a chance to evaluate a real world situation related to the nutrition of the foods consumed by the Chinese seniors.
* They will have a chance to look at how heritage, health issues and myths on foods can alter one's expectation of nutrition values of their diet.
* Knowledge derive results. At the end of the project, they can appreciate how they can make changes to a target group's diet for the better.

===== Main Project Activities =====
The students will work with the community partners to develop and deliver a safe food handling workshop. The workshop is to be offered on a Friday afternoon in March. It should consider: Up-to-date food safety information Specific food safety considerations for older adults Culturally competent facilitation, including culturally relevant food examples Language accessibility

=== Expected Project Deliverable(s) ===

* One safe food handling workshop for older, Chinese-speaking adults
* Accompanying audio-visual aids and/or handouts as appropriate

=== Student Assets and Skills (preferred or required) ===

* Cantonese fluency is an asset (at least 2-3 group members should be fluent in Cantonese)
* Knowledge or interest in the importance of food safety
* Knowledge or interest in translating complex information into accessible formats
* Competency, empathy, and interest in working with older adults

=== Student Assets and Skills (to be developed through the project) ===

* Cantonese fluency is an asset (at least 2-3 group members should be fluent in Cantonese)
* Translating complex information into accessible formats
* Competency, empathy, and interest in working with older adults
* Facilitation and public speaking skills Creativity (e.g developing audio-visual materials)
* Knowledge about the importance of food safety in the older adult population

=== How much independence is expected from the students? ===
At the first community partner meeting, students should clarify the partner's expectations for the following aspects of the project. Who will take the lead, or if leadership is to be shared, to what extent are students expected to lead?

* Deciding on the project deliverable(s)
* Developing the activity plan and timeline
* Scheduling and initiating the communication plan (e.g. weekly Zoom check-in, biweekly email update, etc.)
* Implementing the activity plan (e.g. surveying stakeholder groups)
* Finalizing the deliverable(s)

=== Project Location ===

* 2929 East 22nd Avenue, Vancouver BC, V5M 2Y3

=== Related Community Service Opportunities for Students ===

* There are many volunteering opportunities at RPCC, and other opportunities to volunteer with seniors in the Renfrew-Collingwood neighbourhood. Please ask!

== '''Required Reading''' ==

=== Project/Partner Orientation Materials ===
Students should review these materials prior to the first partner meeting:

* [http://www.foodsafe.ca/resources.html Food Safety Resources] (Province of British Columbia)
* ''[http://www.hss.gov.yk.ca/pdf/foodsafety.pdf Food Safety for Older Adults]'' (Canadian Partnership for Consumer Food Safety Education)
* ''[https://www.canada.ca/en/health-canada/services/food-safety-vulnerable-populations/food-safety-adults-ages-60-over.html Food safety for adults ages 60 and over]'' (Government of Canada)

=== Additional Project/Partner Orientation Materials ===
The following will be provided at the first community partner meeting:

* Building tour and volunteer orientation

== '''Expected Outcomes''' ==

=== Intended Project Outcome (Short-term Outcome) ===
Workshop participants have a greater understanding of up-to-date safe food handling practices so they can use safe food practices at the community centre and at home, contributing to increased health and wellness among neighbourhood residents.

=== Learning Outcomes ===
''I hope students will learn about...''

* food safety considerations for older adults

''I think students will come to appreciate...''

* the importance of developing culturally appropriate, accessible educational resources

''Through this project, students will develop...''

* greater skill and confidence in sharing complex information in an informative, fun, and engaging manner

Course:LFS350/Participation

2023-09-06T06:24:34Z

WillValley: /* Competencies Self-Assessment */

== '''Grade Breakdown''' ==
* Tutorial Attendance - 5%
* Completion of the TCPS 2 Tutorial Course on Research Ethics - 1%
Completion of the following Project Management Documents - 5%
* Team Charter - 1%
* Agreement to Work Together - 1%
* Project Deliverables - 3%

=='''Tutorial Room Attendance + Activity'''==
TAs will record attendance and rate student participation in tutorial activities based on the following criteria:

'''Does Not Meet Expectations'''

0 - Absent

0.25 – The student is disruptive and distracting; does not arrive prepared; does not respond well to TA feedback on behaviour in tutorial

0.5 – The student is physically present but mentally elsewhere; doesn’t contribute to conversation; unclear if student is prepared; often distracted through electronic devices

'''Meets Minimum Expectations'''

0.8 – The student is present and paying attention; contributes at least once to class discussion; or participates through hand raising, taking notes, and discussing with group members

'''Exceeds Expectations'''

1.0 – The student arrives prepared for class; participates multiple times in class discussion; contributions are thoughtful and provoke additional comments from others; does not dominate conversation; listens carefully and responds thoughtfully to comments made by others; demonstrates a deep understanding of course material through "Exit Ticket" written submission.

== '''Public Narrative: Story of Self''' ==
At the beginning of LFS 350, you will be asked to write a 1-2 page Story of Self. The process is useful for helping you articulate and communicate your interests to group members, community partners, and TA.

'''Public Narrative''', developed by long time civil rights activist, community and labour union organizer turned Harvard professor, Marshall Ganz, for the Obama campaign in 2008, has since become a resource for change-making around the world. Narrative, writes Gantz, is the process "through which individuals, communities, and nations make choices, construct identity, and inspire action. It can both instruct and inspire -- teaching us not only how we ought to act but motivating us to act."

Public narrative is different than one's individual story. "Some of us may think our personal stories don't matter," says Gantz. "On the contrary, if we do public work, we have a responsibility to give a public account of ourselves - where we came from, why we do what we do, and where we think we are going."

Public narrative has three parts: "Story of Self", "Story of Us", and "Story of Now".

'''Story of Self'''. Story of Self tells us the key formative experiences which shaped you, "communicating the values that are calling you to act." Story of Self is built around one or two key "choice points", moments of large consequence in your life when you faced a challenge of some kind, made a a choice based on some core values, experienced a consequence, and learned something of basic importance.

'''Story of Us'''. Story of Self overlaps with Story of Us. There are many "us's" - family, community, organization, profession, movement, nation. A Story of Us tells the values of some community, long formed or now forming. It helps define a community, comparing and contrasting with other communities. It is about collective identity. Stories of Us that have depth have founding moments, key choices made, challenges faced, defining experiences, outcomes, and lessons learned.

'''Story of Now'''. Story of Now locates the community in the larger challenges or threats of our time. An example was Martin Luther King's "I Have a Dream" speech on August 28, 1963. It is important to remember that King preceded the dream with a nightmare - the failure of America to make good on the "promissory note". to African Americans. He said the March has "the fierce urgency of now" because this debt could no longer be postponed. In Canada, we have many pressing current issues that frame food system related work, such as the Truth and Reconciliation process with Indigenous communities, the prevalence of food insecurity, and ecological harm associated with industrial agriculture practices.

- ''Adapted with permission from Dennis Donovan, Sabo Center for Democracy and Citizenship, Augsburg University''

== '''TCPS 2 Tutorial Course on Research Ethics''' ==
* Complete the tutorial and upload your certificate to the assignment section in Canvas
* The tutorial can be accessed here: https://tcps2core.ca/register

== '''Group Assessments''' ==
While group work can be rewarding it can also be unequally shared and a source of resentment. You will be required to rate other group members contribution as well as how your group is working together through two on-line evaluation surveys - at the midpoint and end of the course.

The midpoint assessment will provide you with an opportunity to give anonymous, constructive feedback to your group members. The end of term evaluation will '''will be considered by the teaching team when determining the final value of all group work in the course.'''

By completing the assessments, you will have specific criteria to fairly and objectively rate the effectiveness of group members and the group as a whole. Working well in groups is a skill that can be developed over time and these evaluations will help you and your group function efficiently in a collaborative, interdisciplinary setting.

Assessments will be conducted through '''iPeer ('''https://ipeer.elearning.ubc.ca/<nowiki/>)'''. Login with your CWL to complete the assessment.'''

=== Mid Term Peer Feedback ===
To help your team become more effective, give your teammates some anonymous feedback.  Consider such things as:
* ''Preparation''
* ''Contribution''
* ''Gatekeeping''
* ''Flexibility''
* Were they prepared when they came to class?  Did they contribute to the team discussion and work? Did they help others contribute?  Did they listen when disagreements occurred?

These are anonymous, so be honest.
{| class="wikitable"
|1. Team Member Name:

''Things I appreciate about this team member:''

''Things I would like to request of this team member:''

|}

=== End of Term - LFC Series Group Multiplier Criteria ===
Consider the criteria of good group work detailed below to allow you to assess each member in your group.

A score of 100 means that the individual met the expectations of the group. A score below 100 means that the individual did not meet expectations. And, a score between 101-110 indicates that the individual exceeded the expectations for group work this term. For example, if the group received 85% overall on group assignments, here is how the group multiplier would affect an individual's grade:
*Group Multiplier Value of 80 - did not meet expectations - Group Grade Value = 85 x 0.80 = 68%
*Group Multiplier Value of 100 - met expectations - Group Grade Value = 85 x 1.0 = 85%
*Group Multiplier Value of 110 - exceeded expectations - Group Grade Value = 85 x 1.10 = 93.5%

''Rate performance on the following:''

'''Attendance (20)'''

Attending lectures and being present in breakout sessions is critical to high-functioning group work. When each member stays informed and current with course material, instructions and activities, less time is devoted to bringing everyone up to speed, leaving more time free to commit to working on assignments and reports.
* Lectures, Presentations and Discussions (10)
* Group Meetings (10)

'''Communication (30)'''

Effective communication is open and two-way, with discussions that are in-depth with careful listening. When interacting, people are often ‘waiting to speak” rather than listening. Active listening involves paraphrasing or re-stating what has been said in order to verify understanding.
* Contributing to group dialogue (10)
* Active listening (10)
* Non-verbal & Electronic communication (i.e. body language in group setting & prompt replying to emails and other messages) (10)

'''Support & Feedback (40)'''

One of the greatest strengths of collaboration is being exposed to diverse perspectives. It is important to let everyone voice his or her opinion. This will allow differences to be acknowledged and result in sound and fair resolutions being reached through discussion. Constructive feedback is information that calls attention to a problem or potential problem. The key to giving constructive feedback is maintaining a spirit of mutual respect and learning.
* Contribution to group work (20)
* Respectful of others opinions (10)
* Constructive feedback (10)

'''Organization (10)'''

* Punctual & Prepared (i.e. on-time for meetings, presentations, other group activities & readings, work, and research reliably completed) (10)

'''TOTAL: /100 (possibly up to 110)'''

Course:LFS350/Teaching Team

2023-09-06T06:20:58Z

WillValley:

=='''Teaching Assistants'''==
{| class="wikitable"
|Hannah Anderson
|-
|Lindsay Goodridge
|-
|Stephanie Lin
|-
|Jasmine Bal
|-
|Gabby Fraser
|}

== Community Relations Coordinator ==

Stephanie Lim

* stephanie.lim[a]ubc.ca

Course:LFS350/Teaching Team

2023-09-06T06:20:23Z

WillValley: /* Teaching Assistants */

=='''Teaching Assistants'''==
{| class="wikitable"
|Hannah Anderson
|-
|Lindsay Goodridge
|-
|Stephanie Lin
|}

== Community Relations Coordinator ==

Stephanie Lim

* stephanie.lim[a]ubc.ca

Course:Course:LFS350/Projects/F2023/SAEA

2023-08-28T23:49:10Z

WillValley:

PLACEHOLDER!

Course:Course:LFS350/Projects/W2023/UGTS

2023-01-12T19:53:44Z

WillValley:

=== '''Project Title''' ===
Enhancing a Food Hamper Distribution Program with Small Space Gardening

[https://www.uniquegettogethersociety.com/ Unique Get Together Society]

== '''Organization Information''' ==

=== '''Organization Name''' ===
[https://www.uniquegettogethersociety.com/ Unique Get Together Society]

=== '''Mission and Vision of Organization''' ===
Here at Unique Get Together Society, we see the value in everyone. We are dedicated to empowering Indigenous, marginalized and underserved communities, individuals and families. Dedicated to strengthening their overall physical, mental, social-emotional, and spiritual development. To assist families, communities and individuals through our programs such as nutritional health, family support advocacy and subsidies. We are here to fight racial and other social inequalities with love and compassion.

''"Stand up for truth, stand up for justice, stand up for equality and I will be there with you."'' - Martin Luther King Jr

=== '''Guiding Principles + Values''' ===
Our vision is to be empowered by love for humanity, the land, and for the things we do to support each other every single day. We want to create a safe place to promote individual integrity, inclusion, and diversity. That is what we were created to do: love each other no matter what, regardless of skin colour, religion, or values, without judgment, and be open-minded and accepting of each other to love.

=== '''Contact Information''' ===

* Primary Contact Person(s): Debra Abraham, she/her
* Email: debra@ugts.ca
* Phone: 604-725-2483
* Address: 500-610 Main Street Vancouver BC
* Website: https://www.uniquegettogethersociety.com/
* Alternate Contact: Hooman Koushanfar, hooman@ugts.ca

=== '''Preferred Method of Contact''' ===

* Best method(s) to contact: Email, Phone
* Best day(s) to contact: Mondays, Tuesdays, Wednesdays, Thursdays, Fridays, Saturdays
* Best time(s) to contact: Mornings, Afternoons

=== '''Preferred Platform(s) for Remote Collaboration''' ===

* Email, Phone, Zoom
*

== '''Project Description''' ==

=== Note: This project will take place in person ===

=== '''Context: What challenge or issue does the project aim to address?''' ===
Unique Get Together Society partners with [https://foodmesh.ca/ Foodmesh] to assist families and individuals experiencing food insecurity through the [https://www.uniquegettogethersociety.com/essentialfoodhamperprogram Essential Food Hamper program]. Hampers include non-perishable food items such as dairy products, vegetables and fruits. This weekly program is meant to support individuals and families who are in financial difficulties and struggle to afford essential family needs.

The UGTS team dreamed of enhancing this initiative by distributing gardening "first aid kits" along with food supplies. [https://lfs350.landfood.ubc.ca/community-projects/2022-fall-projects/11-2/ In Fall 2022, LFS 350 students] helped develop the idea into a plan, including a detailed budget and materials list, as well as recommendations for food plants that are easy to grow and rich in micronutrients. In Canada (as elsewhere), households with inadequate incomes face experience higher levels of nutrient deficiency, and may not have access to gardening space or equipment. The "gardening first aid kits" offer information about the micronutrient-rich foods, and are intended to be a fun/cost effective way to break down the barriers that separate quality food and education from those who may not otherwise be able to afford it.

=== '''Main Project Activities and Deliverables''' ===
Students will build on the work of the Term 1 LFS 350 students to implement the project plan. Adjustments to the plan may be required, but the main anticipated activities include:

* Sourcing and planting seeds
* Stewarding seedlings and transplanting when appropriate
* Advise on watering/sunlight needs of the specific plant(s)
* Coordinate with UGTS staff so that seedlings and plants can be distributed effectively
* Plants should be accompanied by step-by-step instructions on caring for plants during changing seasons and/or which plants grow better under certain environmental conditions - could be in video format
* Plants should be accompanied by notecards about the nutrients in the plants, their health benefits, and the consequences of nutrient deficiency (using friendly, accessible language)
While the Term 1 students developed a project budget, Term 2 students should use this as a guideline, but may need to make adjustments.

''If time permits:''
* Students will assist UGTS to develop an evaluation strategy, including indicators of progress/success (are members enjoying the kits as intended? How well are micronutrient challenges being addressed? etc.). The strategy will help UGTS assess the impact of the initiative in the future, and identify ways to improve its effectiveness over time

=== '''Student Assets and Skills (preferred or required)''' ===

* Gardening knowledge, especially container gardening
* Knowledge and interest in soil and organic fertilizing approaches
* Knowledge of nutrition
* Interest in public health and addressing micronutrient deficiencies in a Canadian context

=== '''Are there any mandatory attendance dates (e.g. special event)?''' ===

* Dates/times for hands-on activities will be discussed and decided with community partner

=== '''Is a criminal record search (CRS) required?''' ===

* No

*

=== '''How much self-direction is expected from the students?''' ===

* Deciding on the project deliverable(s): Led by students
* Developing the activity plan and timeline: Equal leadership between students and community partner
* Scheduling and initiating the communication plan (e.g. weekly Zoom check-in, biweekly email update, etc.): Equal leadership between students and community partner
* Implementing the activity plan (e.g. surveying stakeholder groups): Mostly led by students, with some community partner input
* Finalizing the deliverable(s): Led by students

=== '''Related Community Service Opportunities for Students''' ===

* We are always looking for volunteers. Please ask about opportunities!

== '''Required Reading''' ==

=== '''Project/Partner Orientation Materials''' ===
Students should review the following materials prior to the first partner meeting. Additional orientation materials may be provided at the first partner meeting.

* [https://www.uniquegettogethersociety.com/ Unique Get Together Society] website
* Review project materials developed by Term 1 students (please request a copy from your community partner)
* [https://www.westcoastseeds.com/blogs/garden-wisdom/growing-food-containers Growing Food in Containers] (2021). West Coast Seeds.
* [https://www.canada.ca/en/health-canada/services/food-nutrition/food-nutrition-surveillance/health-nutrition-surveys/canadian-community-health-survey-cchs/canadian-adults-meet-their-nutrient-requirements-through-food-intake-alone-health-canada-2012.html Do Canadian Adults Meet Their Nutrient Requirements Through Food Intake Alone?] (2012). Health Canada

== '''Expected Outcomes''' ==

=== '''Intended Short-term Project Outcome''' ===
UGTS will have increased knowledge and hands-on support in designing and implementing the garden bag initiative, which increases nutritious food access and reduces gardening barriers for members

=== '''Learning Outcomes''' ===
''Through this project, I think students will learn about...''

* The prevalence of micronutrient deficiencies in Canada
* The importance of micronutrients for health
* Barriers to accessing nutritious food experienced by marginalized members of society
* Challenges related to gardening space/land access

''By working on this project, I think students will develop skills and/or awareness of...''

* Ways to reduce barriers to nutritious food access
* Ways to reduce barriers to growing food
* Simple to grow our own food at home
* Designing a gardening initiative that considers multiple barriers and space constraints

''By the end of the project, I believe students will come to appreciate...''

* Nourishing the land and soil
* Multiple benefits of reducing barriers to gardening
* We can get all we need from the land

Course:Course:LFS350/Projects/W2023/SAEA

2023-01-12T19:13:24Z

WillValley:

=== '''Project Title''' ===
Cultivating a Network of Campus Gardens

[https://sustainableaged.org/ Sustainable Agriculture Education Association]

== '''Organization Information''' ==

=== Organization Name ===
[https://sustainableaged.org/ Sustainable Agriculture Education Association]

=== Mission and Vision of Organization ===
The Sustainable Agriculture Education Association (SAEA) promotes and supports the development, application, research, and exchange of best teaching and learning practices in sustainable agriculture education and curricula through communication, training, development, and collaborative activities for teachers and learners. The Association is organized exclusively for education purposes within the meaning of Section 501(c)(3) of the Internal Revenue Code.

The goals of the Association are as follows: Promote and advocate the establishment of sustainable agriculture education programs. Promote the collaborative development and exchange of curricula, best educational and experiential learning practices, and research related to the teaching and learning of sustainable agriculture. Provide public forums for addressing issues in sustainable agriculture education teaching and learning. Serve as a vibrant network for individuals and organizations involved in sustainable agriculture education. Engage in activities to aid the professional development of sustainable agriculture educators and students. Serve as an advocate for sustainable agriculture in other contexts and in collaboration with other organizations relevant to sustainable agriculture education. Obtain public and private funds to collaboratively develop and exchange sustainable agriculture education and curricula at all educational levels and with the general public. Attract talented, bright individuals to teach and work in the field of sustainable agriculture. Contribute to the growth of sustainable agriculture in the U.S. and abroad (within grassroots and educational institutions, farms, businesses, etc.)

=== Contact Information ===
* Primary Contact Person: Elizabeth Dean
* Email: saea.information[at]gmail.com
* Phone: N/A
* Address:
* Website: [https://sustainableaged.org/][https://ediblegardenproject.com/2021site/ Sustainable Agriculture Education Association]

=== Preferred Method of Contact ===

* Best method(s) to contact: Email
* Best day(s) to contact: Mondays, Wednesdays, Thursdays, Fridays
* Best time(s) to contact: Afternoon

=== Preferred Platform(s) for Remote Collaboration ===

* Zoom

== '''Project Description''' ==

=== Context: What challenge or issue does the project aim to address? ===
Campus gardens are growing in popularity across universities and college campuses in North America. These are diverse spaces in shape, size, purpose, and outputs. They are often used as educational spaces, cultural hubs, and arts-based platforms. They yield fruits, veggies, herbs, flowers, connection, and community. We have many [https://sustain.ubc.ca/campus/food/campus-gardens campus gardens] at UBC, such as the Orchard Garden, Roots on the Roof, the Agronomy Garden, and the Geo Garden. Emerging from conversations at the recent SAEA conference at Ohio State University, there is interest in SAEA helping cultivate a network of campus gardens to help connect, support, and amplify the incredible outcomes emerging from these spaces.

=== Main Project Activities and Deliverables ===
[https://lfs350.landfood.ubc.ca/community-projects/2022-fall-projects/18-2/ Building on the efforts of LFS 350 students from the fall of 2022], this term's focus will be on the following:

* Identifying a suitable web-based system for hosting a campus garden network
* Building preliminary infrastructure and framework within the system (including the Guiding Principles proposed by last term's group)
* Building an social media package for SAEA to use to launch the network and recruit members to join

=== Student Assets and Skills (preferred or required) ===
* Curiosity and excitement to learn more about the role, value and impact of campus gardens
* Interest in designing and creating on-line fora and promotional campaigns
* Fluency in Spanish

=== Are there any mandatory attendance dates (e.g. special event)? ===
No

=== Will the project take place online, in person, or a combination? ===
* Online

=== Is a criminal record search (CRS) required? ===

* No

=== How much self-direction is expected from the students? ===

* Deciding on the project deliverable(s) - Equal leadership between students and community partner
* Developing the activity plan and timeline - Equal leadership between students and community partner
* Scheduling and initiating the communication plan (e.g. weekly Zoom check-in, biweekly email update, etc.) - Equal leadership between students and community partner
* Implementing the activity plan - Equal leadership between students and community partner
* Finalizing the deliverable(s) Led by students

== '''Required Reading''' ==

=== Project/Partner Orientation Materials ===
Students should review these materials prior to the first partner meeting:

* Review relevant materials created by [https://lfs350.landfood.ubc.ca/community-projects/2022-fall-projects/18-2/ LFS 350 students in Fall 2022] (please request these from the community partner)
* Review our website to get a better sense of the organization - https://sustainableaged.org/
* [https://www.wix.com/blog/2020/05/best-forum-software/ 10 Best Forum Software for Online Communities (Free and Paid)]

*

Course:Course:LFS350/Projects/W2023/SAEA

2023-01-12T19:10:27Z

WillValley:

=== '''Project Title''' ===
Cultivating a Network of Campus Gardens

[https://sustainableaged.org/ Sustainable Agriculture Education Association]

== '''Organization Information''' ==

=== Organization Name ===
[https://sustainableaged.org/ Sustainable Agriculture Education Association]

=== Mission and Vision of Organization ===
The Sustainable Agriculture Education Association (SAEA) promotes and supports the development, application, research, and exchange of best teaching and learning practices in sustainable agriculture education and curricula through communication, training, development, and collaborative activities for teachers and learners. The Association is organized exclusively for education purposes within the meaning of Section 501(c)(3) of the Internal Revenue Code.

The goals of the Association are as follows: Promote and advocate the establishment of sustainable agriculture education programs. Promote the collaborative development and exchange of curricula, best educational and experiential learning practices, and research related to the teaching and learning of sustainable agriculture. Provide public forums for addressing issues in sustainable agriculture education teaching and learning. Serve as a vibrant network for individuals and organizations involved in sustainable agriculture education. Engage in activities to aid the professional development of sustainable agriculture educators and students. Serve as an advocate for sustainable agriculture in other contexts and in collaboration with other organizations relevant to sustainable agriculture education. Obtain public and private funds to collaboratively develop and exchange sustainable agriculture education and curricula at all educational levels and with the general public. Attract talented, bright individuals to teach and work in the field of sustainable agriculture. Contribute to the growth of sustainable agriculture in the U.S. and abroad (within grassroots and educational institutions, farms, businesses, etc.)

=== Contact Information ===
* Primary Contact Person: Elizabeth Dean
* Email: saea.information[at]gmail.com
* Phone: N/A
* Address:
* Website: [https://sustainableaged.org/][https://ediblegardenproject.com/2021site/ Sustainable Agriculture Education Association]

=== Preferred Method of Contact ===

* Best method(s) to contact: Email
* Best day(s) to contact: Mondays, Wednesdays, Thursdays, Fridays
* Best time(s) to contact: Afternoon

=== Preferred Platform(s) for Remote Collaboration ===

* Zoom

== '''Project Description''' ==

=== Context: What challenge or issue does the project aim to address? ===
Campus gardens are growing in popularity across universities and college campuses in North America. These are diverse spaces in shape, size, purpose, and outputs. They are often used as educational spaces, cultural hubs, and arts-based platforms. They yield fruits, veggies, herbs, flowers, connection, and community. We have many [https://sustain.ubc.ca/campus/food/campus-gardens campus gardens] at UBC, such as the Orchard Garden, Roots on the Roof, the Agronomy Garden, and the Geo Garden. Emerging from conversations at the recent SAEA conference at Ohio State University, there is interest in SAEA helping cultivate a network of campus gardens to help connect, support, and amplify the incredible outcomes emerging from these spaces.

=== Main Project Activities and Deliverables ===
[https://lfs350.landfood.ubc.ca/community-projects/2022-fall-projects/18-2/ Building on the efforts of LFS 350 students from the fall of 2022], this term's focus will be on the following:

* Identifying a suitable web-based system for hosting a campus garden network
* Building preliminary infrastructure and framework within the system (including the Guiding Principles proposed by last term's group)
* Building an social media package for SAEA to use to launch the network and recruit members to join

=== Student Assets and Skills (preferred or required) ===
* Curiosity and excitement to learn more about the role, value and impact of campus gardens
* Interest in designing and creating on-line fora and promotional campaigns
* Fluency in Spanish

=== Are there any mandatory attendance dates (e.g. special event)? ===
No

*

=== Will the project take place online, in person, or a combination? ===

* Online

=== Is a criminal record search (CRS) required? ===

* No

=== How much self-direction is expected from the students? ===

* Deciding on the project deliverable(s) - Equal leadership between students and community partner
* Developing the activity plan and timeline - Equal leadership between students and community partner
* Scheduling and initiating the communication plan (e.g. weekly Zoom check-in, biweekly email update, etc.) - Equal leadership between students and community partner
* Implementing the activity plan - Equal leadership between students and community partner
* Finalizing the deliverable(s) Led by students

== '''Required Reading''' ==

=== Project/Partner Orientation Materials ===
Students should review these materials prior to the first partner meeting:

* Review relevant materials created by [https://lfs350.landfood.ubc.ca/community-projects/2022-fall-projects/18-2/ LFS 350 students in Fall 2022] (please request these from the community partner)
* Review our website to get a better sense of the organization - https://sustainableaged.org/

*

Course:Course:LFS350/Projects/W2023/SAEA

2023-01-12T19:08:57Z

WillValley:

=== '''Project Title''' ===
Cultivating a Network of Campus Gardens

[https://sustainableaged.org/ Sustainable Agriculture Education Association]

== '''Organization Information''' ==

=== Organization Name ===
[https://sustainableaged.org/ Sustainable Agriculture Education Association]

=== Mission and Vision of Organization ===
The Sustainable Agriculture Education Association (SAEA) promotes and supports the development, application, research, and exchange of best teaching and learning practices in sustainable agriculture education and curricula through communication, training, development, and collaborative activities for teachers and learners. The Association is organized exclusively for education purposes within the meaning of Section 501(c)(3) of the Internal Revenue Code.

The goals of the Association are as follows: Promote and advocate the establishment of sustainable agriculture education programs. Promote the collaborative development and exchange of curricula, best educational and experiential learning practices, and research related to the teaching and learning of sustainable agriculture. Provide public forums for addressing issues in sustainable agriculture education teaching and learning. Serve as a vibrant network for individuals and organizations involved in sustainable agriculture education. Engage in activities to aid the professional development of sustainable agriculture educators and students. Serve as an advocate for sustainable agriculture in other contexts and in collaboration with other organizations relevant to sustainable agriculture education. Obtain public and private funds to collaboratively develop and exchange sustainable agriculture education and curricula at all educational levels and with the general public. Attract talented, bright individuals to teach and work in the field of sustainable agriculture. Contribute to the growth of sustainable agriculture in the U.S. and abroad (within grassroots and educational institutions, farms, businesses, etc.)

=== Contact Information ===
* Primary Contact Person: Elizabeth Dean
* Email: saea.information[at]gmail.com
* Phone: N/A
* Address:
* Website: [https://sustainableaged.org/][https://ediblegardenproject.com/2021site/ Sustainable Agriculture Education Association]

=== Preferred Method of Contact ===

* Best method(s) to contact: Email
* Best day(s) to contact: Mondays, Wednesdays, Thursdays, Fridays
* Best time(s) to contact: Afternoon

=== Preferred Platform(s) for Remote Collaboration ===

* Zoom

== '''Project Description''' ==

=== Context: What challenge or issue does the project aim to address? ===
Campus gardens are growing in popularity across universities and college campuses in North America. These are diverse spaces in shape, size, purpose, and outputs. They are often used as educational spaces, cultural hubs, and arts-based platforms. They yield fruits, veggies, herbs, flowers, connection, and community. We have many [https://sustain.ubc.ca/campus/food/campus-gardens campus gardens] at UBC, such as the Orchard Garden, Roots on the Roof, the Agronomy Garden, and the Geo Garden. Emerging from conversations at the recent SAEA conference at Ohio State University, there is interest in SAEA helping cultivate a network of campus gardens to help connect, support, and amplify the incredible outcomes emerging from these spaces.

*

=== Main Project Activities and Deliverables ===
[https://lfs350.landfood.ubc.ca/community-projects/2022-fall-projects/18-2/ Building on the efforts of LFS 350 students from the fall of 2022], this term's focus will be on the following:

* Identifying a suitable web-based system for hosting a campus garden network
* Building preliminary infrastructure and framework within the system (including the Guiding Principles proposed by last term's group)
* Building an social media package for SAEA to use to launch the network and recruit members to join

*

*

=== Student Assets and Skills (preferred or required) ===

* Curiosity and excitement to learn more about the role, value and impact of campus gardens
* Interest in designing and creating on-line fora and promotional campaigns
* Fluency in Spanish

*

=== Are there any mandatory attendance dates (e.g. special event)? ===
No

*

=== Will the project take place online, in person, or a combination? ===

* Online

=== Is a criminal record search (CRS) required? ===

* No

=== How much self-direction is expected from the students? ===

* Deciding on the project deliverable(s) - Equal leadership between students and community partner
* Developing the activity plan and timeline - Equal leadership between students and community partner
* Scheduling and initiating the communication plan (e.g. weekly Zoom check-in, biweekly email update, etc.) - Equal leadership between students and community partner
* Implementing the activity plan - Equal leadership between students and community partner
* Finalizing the deliverable(s) Led by students

== '''Required Reading''' ==

=== Project/Partner Orientation Materials ===
Students should review these materials prior to the first partner meeting:

* Review relevant materials created by [https://lfs350.landfood.ubc.ca/community-projects/2022-fall-projects/18-2/ LFS 350 students in Fall 2022] (please request these from the community partner)
* Review our website to get a better sense of the organization - https://sustainableaged.org/

*

Course:Course:LFS350/Projects/W2023/SAEA

2023-01-12T19:08:16Z

WillValley:

=== '''Project Title''' ===
Cultivating a Network of Campus Gardens

[https://sustainableaged.org/ Sustainable Agriculture Education Association]

== '''Organization Information''' ==

=== Organization Name ===
[https://sustainableaged.org/ Sustainable Agriculture Education Association]

=== Mission and Vision of Organization ===
The Sustainable Agriculture Education Association (SAEA) promotes and supports the development, application, research, and exchange of best teaching and learning practices in sustainable agriculture education and curricula through communication, training, development, and collaborative activities for teachers and learners. The Association is organized exclusively for education purposes within the meaning of Section 501(c)(3) of the Internal Revenue Code.

The goals of the Association are as follows: Promote and advocate the establishment of sustainable agriculture education programs. Promote the collaborative development and exchange of curricula, best educational and experiential learning practices, and research related to the teaching and learning of sustainable agriculture. Provide public forums for addressing issues in sustainable agriculture education teaching and learning. Serve as a vibrant network for individuals and organizations involved in sustainable agriculture education. Engage in activities to aid the professional development of sustainable agriculture educators and students. Serve as an advocate for sustainable agriculture in other contexts and in collaboration with other organizations relevant to sustainable agriculture education. Obtain public and private funds to collaboratively develop and exchange sustainable agriculture education and curricula at all educational levels and with the general public. Attract talented, bright individuals to teach and work in the field of sustainable agriculture. Contribute to the growth of sustainable agriculture in the U.S. and abroad (within grassroots and educational institutions, farms, businesses, etc.)

*

=== Contact Information ===

* Primary Contact Person: Elizabeth Dean
* Email: saea.information[at]gmail.com
* Phone: N/A
* Address:
* Website: [https://sustainableaged.org/][https://ediblegardenproject.com/2021site/ Sustainable Agriculture Education Association]

=== Preferred Method of Contact ===

* Best method(s) to contact: Email
* Best day(s) to contact: Mondays, Wednesdays, Thursdays, Fridays
* Best time(s) to contact: Afternoon

=== Preferred Platform(s) for Remote Collaboration ===

* Zoom

== '''Project Description''' ==

=== Context: What challenge or issue does the project aim to address? ===
Campus gardens are growing in popularity across universities and college campuses in North America. These are diverse spaces in shape, size, purpose, and outputs. They are often used as educational spaces, cultural hubs, and arts-based platforms. They yield fruits, veggies, herbs, flowers, connection, and community. We have many [https://sustain.ubc.ca/campus/food/campus-gardens campus gardens] at UBC, such as the Orchard Garden, Roots on the Roof, the Agronomy Garden, and the Geo Garden. Emerging from conversations at the recent SAEA conference at Ohio State University, there is interest in SAEA helping cultivate a network of campus gardens to help connect, support, and amplify the incredible outcomes emerging from these spaces.

*

=== Main Project Activities and Deliverables ===
[https://lfs350.landfood.ubc.ca/community-projects/2022-fall-projects/18-2/ Building on the efforts of LFS 350 students from the fall of 2022], this term's focus will be on the following:

* Identifying a suitable web-based system for hosting a campus garden network
* Building preliminary infrastructure and framework within the system (including the Guiding Principles proposed by last term's group)
* Building an social media package for SAEA to use to launch the network and recruit members to join

*

*

=== Student Assets and Skills (preferred or required) ===

* Curiosity and excitement to learn more about the role, value and impact of campus gardens
* Interest in designing and creating on-line fora and promotional campaigns
* Fluency in Spanish

*

=== Are there any mandatory attendance dates (e.g. special event)? ===
No

*

=== Will the project take place online, in person, or a combination? ===

* Online

=== Is a criminal record search (CRS) required? ===

* No

=== How much self-direction is expected from the students? ===

* Deciding on the project deliverable(s) - Equal leadership between students and community partner
* Developing the activity plan and timeline - Equal leadership between students and community partner
* Scheduling and initiating the communication plan (e.g. weekly Zoom check-in, biweekly email update, etc.) - Equal leadership between students and community partner
* Implementing the activity plan - Equal leadership between students and community partner
* Finalizing the deliverable(s) Led by students

== '''Required Reading''' ==

=== Project/Partner Orientation Materials ===
Students should review these materials prior to the first partner meeting:

* Review relevant materials created by [https://lfs350.landfood.ubc.ca/community-projects/2022-fall-projects/18-2/ LFS 350 students in Fall 2022] (please request these from the community partner)
* Review our website to get a better sense of the organization - https://sustainableaged.org/

*

Course:Course:LFS350/Projects/W2023/SAEA

2023-01-12T19:07:20Z

WillValley: /* Guiding Principles + Values */

=== '''Project Title''' ===
Cultivating a Network of Campus Gardens

[https://sustainableaged.org/ Sustainable Agriculture Education Association]

== '''Organization Information''' ==

=== Organization Name ===
[https://sustainableaged.org/ Sustainable Agriculture Education Association]

=== Mission and Vision of Organization ===
The Sustainable Agriculture Education Association (SAEA) promotes and supports the development, application, research, and exchange of best teaching and learning practices in sustainable agriculture education and curricula through communication, training, development, and collaborative activities for teachers and learners. The Association is organized exclusively for education purposes within the meaning of Section 501(c)(3) of the Internal Revenue Code.

The goals of the Association are as follows: Promote and advocate the establishment of sustainable agriculture education programs. Promote the collaborative development and exchange of curricula, best educational and experiential learning practices, and research related to the teaching and learning of sustainable agriculture. Provide public forums for addressing issues in sustainable agriculture education teaching and learning. Serve as a vibrant network for individuals and organizations involved in sustainable agriculture education. Engage in activities to aid the professional development of sustainable agriculture educators and students. Serve as an advocate for sustainable agriculture in other contexts and in collaboration with other organizations relevant to sustainable agriculture education. Obtain public and private funds to collaboratively develop and exchange sustainable agriculture education and curricula at all educational levels and with the general public. Attract talented, bright individuals to teach and work in the field of sustainable agriculture. Contribute to the growth of sustainable agriculture in the U.S. and abroad (within grassroots and educational institutions, farms, businesses, etc.).

*

=== Contact Information ===

* Primary Contact Person: Elizabeth Dean
* Email: saea.information[at]gmail.com
* Phone: N/A
* Address:
* Website: [https://sustainableaged.org/][https://ediblegardenproject.com/2021site/ Sustainable Agriculture Education Association]

=== Preferred Method of Contact ===

* Best method(s) to contact: Email
* Best day(s) to contact: Mondays, Wednesdays, Thursdays, Fridays
* Best time(s) to contact: Afternoon

=== Preferred Platform(s) for Remote Collaboration ===

* Zoom

== '''Project Description''' ==

=== Context: What challenge or issue does the project aim to address? ===
Campus gardens are growing in popularity across universities and college campuses in North America. These are diverse spaces in shape, size, purpose, and outputs. They are often used as educational spaces, cultural hubs, and arts-based platforms. They yield fruits, veggies, herbs, flowers, connection, and community. We have many [https://sustain.ubc.ca/campus/food/campus-gardens campus gardens] at UBC, such as the Orchard Garden, Roots on the Roof, the Agronomy Garden, and the Geo Garden. Emerging from conversations at the recent SAEA conference at Ohio State University, there is interest in SAEA helping cultivate a network of campus gardens to help connect, support, and amplify the incredible outcomes emerging from these spaces.

*

=== Main Project Activities and Deliverables ===
[https://lfs350.landfood.ubc.ca/community-projects/2022-fall-projects/18-2/ Building on the efforts of LFS 350 students from the fall of 2022], this term's focus will be on the following:

* Identifying a suitable web-based system for hosting a campus garden network
* Building preliminary infrastructure and framework within the system (including the Guiding Principles proposed by last term's group)
* Building an social media package for SAEA to use to launch the network and recruit members to join

*

*

=== Student Assets and Skills (preferred or required) ===

* Curiosity and excitement to learn more about the role, value and impact of campus gardens
* Interest in designing and creating on-line fora and promotional campaigns
* Fluency in Spanish

*

=== Are there any mandatory attendance dates (e.g. special event)? ===
No

*

=== Will the project take place online, in person, or a combination? ===

* Online

=== Is a criminal record search (CRS) required? ===

* No

=== How much self-direction is expected from the students? ===

* Deciding on the project deliverable(s) - Equal leadership between students and community partner
* Developing the activity plan and timeline - Equal leadership between students and community partner
* Scheduling and initiating the communication plan (e.g. weekly Zoom check-in, biweekly email update, etc.) - Equal leadership between students and community partner
* Implementing the activity plan - Equal leadership between students and community partner
* Finalizing the deliverable(s) Led by students

== '''Required Reading''' ==

=== Project/Partner Orientation Materials ===
Students should review these materials prior to the first partner meeting:

* Review relevant materials created by [https://lfs350.landfood.ubc.ca/community-projects/2022-fall-projects/18-2/ LFS 350 students in Fall 2022] (please request these from the community partner)
* Review our website to get a better sense of the organization - https://sustainableaged.org/

*

Course:LFS350/Proposal Report

2023-01-05T23:58:47Z

WillValley:

== '''Overview''' ==
* 10% of Final Mark
* Follow word limit guidelines in each section
* The proposal is a public document to be viewed by your community partner(s). Be respectful and professional with your language in all parts of your report. Ensure your writing is clear and accessible to a wide audience.
* Use [http://images/6/6f/Apastyle.pdf APA style] for in-text citations and reference section
* Refer to the Proposal template from Canvas (remove instructions in your final version)
* Review the sample proposal posted in Canvas

Overall objectives of the proposal report
* To provide a means for the teaching team and your community partner to provide feedback on the design of your project
* To begin the process of creating your final report and receive feedback on the initial components (you can re-use sections in your proposal in your final report).

== '''Learning Objectives''' ==
1. Critically analyze connections between food, health, and the environment within food security discourse.

* Evaluate the contributions of different food-related academic disciplines to addressing food security issues
* Integrate disciplinary and systems approaches to understanding food security issues

2. Propose, implement and evaluate a community-based food systems project with an interdisciplinary team.

* Articulate community values and objectives within broader food system theories
* Apply the principles of Asset-Based Community Development and Food Justice to address a community food security issue
* Propose a course of action to address a community food security issue

3. Interact professionally with project team members and community stakeholders
* Develop and disseminate knowledge that is useful to key stakeholders through oral and written communication

== '''Instructions''' ==
The purpose of this document is to articulate the significance and intended outcomes of your project, and to represent visually how they relate to your proposed activities, outputs, indicators, and data sources and collection methods.
* The following sections are adapted from questions from regional funding proposals
* For further information on Outcome Measurement Frameworks and Project Measurement Plans, please see the following: [http://www.sparc.bc.ca/wp-content/uploads/2016/12/splash-and-ripple-using-outcomes-to-design-a-manage-community-activities.pdf Splash and Ripple]

=== '''Title Page''' ===
'''Project Name:'''

'''Group #:'''

'''Project Partner Organization:'''

'''Project Partner Lead:'''

'''Date:'''

'''TA:'''

'''Statement of Authorship and Contribution:'''

[''An authorship statement is an acknowledgment and record of who is doing what in your group. It is a way to make explicit to everyone that group work is expected to be shared equally. By the time your assignment is ready to be submitted, it will be clear who contributed what. And by the end of the term, you will have easy access to data indicating the overall distribution of efforts to group assignments by each member of your team.''

''So, what should it look like? We suggest the following, modify it to best suit your needs.:''

''Student 1 + 2 - Drafted, revised and edited section 1 and provided feedback on final version''

''Student 3 + 4 - Drafted, revised and edited section 2 and provided feedback on final version''

''Student 5 + 6 - Provided feedback on sections 1 + 2, integrated material, completed final edits to the document and were responsible for submitting to Canvas.'']

=== Table of Contents ===
- [https://support.microsoft.com/en-us/office/insert-a-table-of-contents-882e8564-0edb-435e-84b5-1d8552ccf0c0 How to create a TOC]

=== Key Words ===
- List up to 10 keywords used in your proposal

- Define keywords in appendix (with proper citations and page numbers when using direct quotes)

==='''Background and Significance (1200-1500 words)'''===
*''Who are you working with?'' ''o What is the organization’s mission and values?'' ''o With whom do they work, where, and how long have they been established?''
* ''What '''challenge or issue''' does your project aim to address? What have you been asked to do? Be specific.''
* ''Define community food security (use the Hamm and Bellows article) and how does your project connect to specific characteristics of community food security?''
* ''Define food justice (use the Hislop 2014 definition) and describe elements of your project that relate to food justice?''
* ''Search the academic literature for studies that have investigated similar projects. What can your group learn from these studies? What is comparable to your context? How is your project different?''
* Must use '''course readings''' and '''scholarly articles''' to describe and frame your project
* Relevant '''terms''' must be '''defined''' (with citations!)

=== '''Defining the specific changes that the project is intended to achieve''' ===

==== '''Short-Term Outcomes:''' ====
A short-term change happens as a direct result of your project’s activities (e.g., isolated seniors’ connections to appropriate community services are increased). What is the intended short-term outcome that will result directly from your project’s activities (you will likely only have ONE short-term outcome for your project)?

==== '''Intermediate-Term Outcomes:''' ====
An intermediate or medium-term change happens after the program has ended, or 3-5 years after it started (e.g., Seniors’ level of engagement with the broader community is increased). What are the intended intermediate-term outcomes that will result directly from your project’s activities?

==== '''Long-Term Outcomes:''' ====
Describe the '''vision of the future''' your program/project is working towards (e.g., No seniors in the community are isolated). The long-term vision for the project should be very similar or the same as the long-term vision of the organization you are working with.

=== '''Modified Outcome Measurement Framework (Project “Logic Model”)''' ===
Outcome Measurement is a way of planning, managing and evaluating projects that encourages us to be clear about what our projects are DOING and what they are CHANGING. In the language of evaluation, this relationship is sometimes called the “theory of change” (Coyne & Cox, 2004, p. 1).
* Short-Term Outcomes – What short-term outcome are you trying to achieve? Take the short-term outcomes listed in Question 2 and match them with the appropriate activity that will help you achieve that outcome. You will have many activities associated with each outcome.
* Activities - Describe the planned project activities (e.g., deliver outreach services to isolated seniors)
* Activity Timeline - Indicate times when activities are to be implemented (e.g., Week 3 – (Sept XX-XX))
* Deliverables - List the measurable results directly generated as a result of each activity (e.g., updated food asset map, # of seniors reached; # of outreach calls made)
{| class="wikitable"
|'''Outcome (short-term)'''
|'''Activity'''
|'''Activity Timeline'''
|'''Deliverables (outputs)'''
|-
|1.
|1.
|
|
|-
|
|2.
|
|
|-
|
|3.
|
|
|}
=== '''Project Measurement (Evaluation) Plan''' ===
'''How will you know if your project activities are achieving the outcomes you had planned to achieve'''? Indicators point to the information that you need to gather to know if the project is making a difference. As the project progresses, assessing and measuring indicators can help you understand if adjustments need to be made to the plan. Indicators can be quantitative or qualitative, and ideally you will choose a combination.

* '''Short-Term Outcomes''' – from above
* '''Indicators''' - List measurable items that indicate each outcome is being achieved (e.g., % of seniors who report accessing more community services)
* '''Data Sources and Collection Methods''' - Describe how indicator information is collected, where it comes from, and when (e.g., Telephone surveys with senior clients, 6 months after they were initially contacted by program staff)

{| class="wikitable"
|'''Outcomes'''
|'''Indicators'''
|'''Data Sources and Collection Methods'''
|-
|1.
|
|
|-
|
|
|
|-
|
|
|
|}

'''References'''
* Works cited
* [https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html APA style]

Course:LFS350/Assignments Overview

2023-01-05T22:44:42Z

WillValley:

{| class="wikitable" border="1"
|-
! Assignment
! Group/Individual
! Percentage of Grade
|-
|-
|-
|Scholarly Reflective Essay / Video / Audio Recording
|Individual
|20
|-
|Public Narrative: Story of Self
|Individual
|3
|-
|Accomplishment Statement
|Individual
|2
|-
|Individual Quizzes
|Individual
|15
|-
|Proposal Feedback
|Individual
|5
|-
|Group Quizzes
|Group
|5
|-
| Project Proposal Report
| Group
| 10
|-
|Project Proposal Presentation
|Group
|5
|-
| Project Infographic or Zine
| Group
| 10
|-
|Final Presentation
|Group
|10
|-
| Project Management Documents
* Agreement to Work Together
* Team Charter
* Deliverables Plan
| Group
| 5
|-
| Participation
* Competencies Self-Assessments (2)
* Tutorial Participation
* TCPS 2 Tutorial Course on Research Ethics
* Group Multiplier
| Individual
| 10
|-
|}

Course:LFS350/Participation

2023-01-05T22:41:18Z

WillValley: /* Grade Breakdown */

== '''Grade Breakdown''' ==
* Tutorial Attendance - 5%
* Competencies Self-Assessments - 4%
* Completion of the TCPS 2 Tutorial Course on Research Ethics - 1%
Completion of the following Project Management Documents - 5%
* Team Charter - 1%
* Agreement to Work Together - 1%
* Project Deliverables - 3%

=='''Tutorial Room Attendance + Activity'''==
TAs will record attendance and rate student participation in tutorial activities based on the following criteria:

'''Does Not Meet Expectations'''

0 - Absent

0.25 – The student is disruptive and distracting; does not arrive prepared; does not respond well to TA feedback on behaviour in tutorial

0.5 – The student is physically present but mentally elsewhere; doesn’t contribute to conversation; unclear if student is prepared; often distracted through electronic devices

'''Meets Minimum Expectations'''

0.8 – The student is present and paying attention; contributes at least once to class discussion; or participates through hand raising, taking notes, and discussing with group members

'''Exceeds Expectations'''

1.0 – The student arrives prepared for class; participates multiple times in class discussion; contributions are thoughtful and provoke additional comments from others; does not dominate conversation; listens carefully and responds thoughtfully to comments made by others; demonstrates a deep understanding of course material through "Exit Ticket" written submission.

== '''Competencies Self-Assessment''' ==
You will be sent two survey links in the term to conduct a self-assessment on the following competencies:

'''Project Development'''
* I can develop a clear project proposal
* I can identify indicators that allow me to measure progress towards project outcomes
* I can collect information to determine if project outcomes are achieved
* I can keep all stakeholders aware of progress throughout the duration of a project
'''Collaboration'''
* I understand my own social and cultural locations within society, and how these relate to working with others
* I can work with others to achieve a common goal; I do my share.
* I can take on roles and responsibilities in a group.
* I can address conflict when it arises in group work.
* I can give, receive, and integrate feedback
* I can reflect on my own and group performance in order to improve work and learning
'''Equity'''
* I recognize the extent to which socio-cultural structures and values may oppress, marginalize, alienate, or create or enhance privilege and power in the food system
* I understand historical and current systemic inequities (e.g. organizational, institutional, legal and legislative forces) that affect different groups and individuals
* I can use knowledge of the effects of oppression, discrimination, and historical trauma to guide the development of socially just food system projects
'''Collective Action'''
*I can analyze a food system issue and determine how it emerged
*I can identify key stakeholders in a food system issue and the power dynamics among them
*I can identify the possibilities and barriers to achieve collective change in a food system issue
*I can work in a public setting to address a collective need related to the food system
'''Communication'''
* I can verbally present information and ideas to an audience I may not know
* I can communicate complex ideas in writing
* I can communicate professionally over email and phone
* I can use design principles to create a clear and attractive infographic

== '''Public Narrative: Story of Self''' ==
At the beginning of LFS 350, you will be asked to write a 1-2 page Story of Self. The process is useful for helping you articulate and communicate your interests to group members, community partners, and TA.

'''Public Narrative''', developed by long time civil rights activist, community and labour union organizer turned Harvard professor, Marshall Ganz, for the Obama campaign in 2008, has since become a resource for change-making around the world. Narrative, writes Gantz, is the process "through which individuals, communities, and nations make choices, construct identity, and inspire action. It can both instruct and inspire -- teaching us not only how we ought to act but motivating us to act."

Public narrative is different than one's individual story. "Some of us may think our personal stories don't matter," says Gantz. "On the contrary, if we do public work, we have a responsibility to give a public account of ourselves - where we came from, why we do what we do, and where we think we are going."

Public narrative has three parts: "Story of Self", "Story of Us", and "Story of Now".

'''Story of Self'''. Story of Self tells us the key formative experiences which shaped you, "communicating the values that are calling you to act." Story of Self is built around one or two key "choice points", moments of large consequence in your life when you faced a challenge of some kind, made a a choice based on some core values, experienced a consequence, and learned something of basic importance.

'''Story of Us'''. Story of Self overlaps with Story of Us. There are many "us's" - family, community, organization, profession, movement, nation. A Story of Us tells the values of some community, long formed or now forming. It helps define a community, comparing and contrasting with other communities. It is about collective identity. Stories of Us that have depth have founding moments, key choices made, challenges faced, defining experiences, outcomes, and lessons learned.

'''Story of Now'''. Story of Now locates the community in the larger challenges or threats of our time. An example was Martin Luther King's "I Have a Dream" speech on August 28, 1963. It is important to remember that King preceded the dream with a nightmare - the failure of America to make good on the "promissory note". to African Americans. He said the March has "the fierce urgency of now" because this debt could no longer be postponed. In Canada, we have many pressing current issues that frame food system related work, such as the Truth and Reconciliation process with Indigenous communities, the prevalence of food insecurity, and ecological harm associated with industrial agriculture practices.

- ''Adapted with permission from Dennis Donovan, Sabo Center for Democracy and Citizenship, Augsburg University''

== '''TCPS 2 Tutorial Course on Research Ethics''' ==
* Complete the tutorial and upload your certificate to the assignment section in Canvas
* The tutorial can be accessed here: https://tcps2core.ca/register

== '''Group Assessments''' ==
While group work can be rewarding it can also be unequally shared and a source of resentment. You will be required to rate other group members contribution as well as how your group is working together through two on-line evaluation surveys - at the midpoint and end of the course.

The midpoint assessment will provide you with an opportunity to give anonymous, constructive feedback to your group members. The end of term evaluation will '''will be considered by the teaching team when determining the final value of all group work in the course.'''

By completing the assessments, you will have specific criteria to fairly and objectively rate the effectiveness of group members and the group as a whole. Working well in groups is a skill that can be developed over time and these evaluations will help you and your group function efficiently in a collaborative, interdisciplinary setting.

Assessments will be conducted through '''iPeer ('''https://ipeer.elearning.ubc.ca/<nowiki/>)'''. Login with your CWL to complete the assessment.'''

=== Mid Term Peer Feedback ===
To help your team become more effective, give your teammates some anonymous feedback.  Consider such things as:
* ''Preparation''
* ''Contribution''
* ''Gatekeeping''
* ''Flexibility''
* Were they prepared when they came to class?  Did they contribute to the team discussion and work? Did they help others contribute?  Did they listen when disagreements occurred?

These are anonymous, so be honest.
{| class="wikitable"
|1. Team Member Name:

''Things I appreciate about this team member:''

''Things I would like to request of this team member:''

|}

=== End of Term - LFC Series Group Multiplier Criteria ===
Consider the criteria of good group work detailed below to allow you to assess each member in your group.

A score of 100 means that the individual met the expectations of the group. A score below 100 means that the individual did not meet expectations. And, a score between 101-110 indicates that the individual exceeded the expectations for group work this term. For example, if the group received 85% overall on group assignments, here is how the group multiplier would affect an individual's grade:
*Group Multiplier Value of 80 - did not meet expectations - Group Grade Value = 85 x 0.80 = 68%
*Group Multiplier Value of 100 - met expectations - Group Grade Value = 85 x 1.0 = 85%
*Group Multiplier Value of 110 - exceeded expectations - Group Grade Value = 85 x 1.10 = 93.5%

''Rate performance on the following:''

'''Attendance (20)'''

Attending lectures and being present in breakout sessions is critical to high-functioning group work. When each member stays informed and current with course material, instructions and activities, less time is devoted to bringing everyone up to speed, leaving more time free to commit to working on assignments and reports.
* Lectures, Presentations and Discussions (10)
* Group Meetings (10)

'''Communication (30)'''

Effective communication is open and two-way, with discussions that are in-depth with careful listening. When interacting, people are often ‘waiting to speak” rather than listening. Active listening involves paraphrasing or re-stating what has been said in order to verify understanding.
* Contributing to group dialogue (10)
* Active listening (10)
* Non-verbal & Electronic communication (i.e. body language in group setting & prompt replying to emails and other messages) (10)

'''Support & Feedback (40)'''

One of the greatest strengths of collaboration is being exposed to diverse perspectives. It is important to let everyone voice his or her opinion. This will allow differences to be acknowledged and result in sound and fair resolutions being reached through discussion. Constructive feedback is information that calls attention to a problem or potential problem. The key to giving constructive feedback is maintaining a spirit of mutual respect and learning.
* Contribution to group work (20)
* Respectful of others opinions (10)
* Constructive feedback (10)

'''Organization (10)'''

* Punctual & Prepared (i.e. on-time for meetings, presentations, other group activities & readings, work, and research reliably completed) (10)

'''TOTAL: /100 (possibly up to 110)'''

Course:LFS350/Infographics

2022-11-09T21:57:27Z

WillValley: /* Piktochart Information */

== '''Overview''' ==
* In this session, we will explore the development and use of infographics and zines in communicating complex issues in a food system context.
* In tutorial, your group will begin your initial draft of your infographic or zine

''** This session is an adaption of curriculum from [http://www.montana.edu/hhd/facultyandstaff/cbykershanks.html Dr Carmen Byker-Shanks] at Montana State University **''
== '''Objectives''' ==
After completing this session, you should be able to: 
* Articulate the need for communicating complex food system knowledge in an clear, accessible, and meaningful medium
* Access web-based infographic software and zine templates
* Develop your group's first draft of your infographic or zine

== '''Key Terms + Concepts''' ==
* Infographic

== '''Required Readings + Resources''' ==
''** Portions of this section have been adapted from the work of [http://www.montana.edu/hhd/facultyandstaff/cbykershanks.html Dr Carmen Byker-Shanks] at Montana State University **''
* Golombisky, K., & Hagen, R. (2013). ''White space is not your enemy: A beginner's guide to communicating visually through graphic, web & multimedia design''. Focal Press. '''Retrieved through Canvas or the ''[http://www.library.ubc.ca/ UBC Library Website]'''''
** Chapter 10 - Infographics: Maximum information in limited space

There are many ways to disseminate the findings of your project. To provide you with an opportunity to explore and develop a broad range communication competencies, your group will choose between developing an infographic or a zine. Both formats are easily shared electronically, through social media or websites, or IRL, through poster presentations or canvasing. Both formats build upon core communication competencies related to STEM disciplines (e.g., clearly stated purpose, partnership, approach/methods, findings, and discussion), while allowing for more creative ways to engage your audience by incorporating graphics and constructing a narrative flow.

Infographics are graphic depictions of complex information (e.g., knowledge, data, concepts, ideas, etc.). This medium relies upon visual elements to clearly and concisely communicate complex information to diverse audiences. Infographics use evidence and practice based data, compelling statistics, easy-to-read fonts, complementary colour schemes, simple charts, bold graphs, and other graphics to disseminate information in a quick and easily digestible format.

Zines, short for fanzine or magazine, are often associated with alternative or counter-culture movements and are a form of inexpensive, DIY self-publication. For a brief overview of the history of zines, [https://blogs.lib.unc.edu/rbc/2017/10/25/a-brief-history-of-zines/ visit this entry from the Chapel Hill Rare Book Blog].

A well-designed infographic and/or zine does the following:
# Tells a story
# Identifies causes and issues
# Provides available data
# Inspires ways forward

=='''Tutorial Session - Developing Your Infographic or Zine'''==

'''OVERVIEW''' // Infographics are graphic depictions of complex information (e.g., knowledge, data, concepts, ideas, etc.). This medium relies upon visual elements to clearly and concisely communicate complex information to diverse audiences. Infographics use evidence and practice based data, compelling statistics, easy-to-read fonts, complementary colour schemes, simple charts, bold graphs, and other graphics to disseminate information in quick and easily digestible format. Your infographic will disseminate the key findings and implications of your project in a way that effectively communicates with diverse audiences (i.e., media, scientists, non-scientists, non-disciplinary experts, disciplinary experts, policymakers, voters, etc.).

# '''IDENTIFY''' // What are your key findings and implications (take-home-message)? Use what you have learned in the foundations of this course and your project to find evidence and practice-based data from your course readings, peer-reviewed journal articles, and other quality sources about your topic of choice. Remember, a quality resource should be current, provide authoritative information, be reliable, and have a transparent purpose. Although a different genre from the peer-reviewed article, this is still research. You need to cite your sources. After your readers are captivated by the infographic, citations provide them with additional resources for further reading.

# '''SCOPING''' // Familiarize yourself with the infographics genre. What makes one infographic more effective or engaging than another? Explore other infographics related to topics we’ve discussed in LFS 350 to better understand which elements, layouts, etc. are important for creating a visually appealing, concise, and clear message. Use examples for inspiration when designing your infographic. Be sure not to copy any content for your infographic – this is a creative endeavour. Here are some examples to kick start your investigation:

* Inequality in healthy food access 

http://www.colorlines.com/sites/default/files/images/articles/2013/07/cocofoodaccess.jpg

3. '''SELECT''' // You’ve investigated the infographic genre and better understand its elements, layouts, and conventions. Infographics should tell a story, identify causes and issues that are supported by evidence and practice based data, and should have sustainable solutions. A phrase (or short sentence) is all that should be required to concisely communicate the idea, story, or concept of your infographic. '''Test your topic with a few other peers and ask for feedback regarding clarity and edit as necessary.''' 

4. '''WRITE''' // What essential information about your project do you want your readers to understand? What are the most compelling pieces of knowledge about your project? Write down all of the key concepts and compelling information about your selected topic. Your infographic should use visual elements to clearly, concisely, and captivatingly communicate key concepts, essential information, findings, and compelling knowledge to diverse audiences (i.e., media, scientists, non-scientists, non-disciplinary experts, disciplinary experts, policymakers, voters, etc.). 

5. '''SKETCH''' // Before you begin creating your infographic within the software, it is a useful conceptual exercise to sketch your infographic. What is the story you are going to tell? Will your infographic show the evolution of a piece of the food system, present information, and/or inspire an action? Grab a pen, pencil, crayons, or other writing implements and visually organize your key concepts on paper. Draw a flowchart that shows what order the data should be presented. To be most effective: (a) begin with a compelling title that tells your story or conveys your message, (b) identify the cause or issue of your project (c) present facts and figures that are quality and persuasive, and then (d) discuss the implications and sustainable food systems strategies to address the topic.

=== '''Design Tips''' ===
* '''Read Chapter 4 - Layout Sins''' from the ''Whitespace is not your enemy'' book in Canvas.
* '''Font''' // For graphical cohesion, use '''no more than two or three different fonts'''. Remember, any font you use should be very readable.
* '''Colour''' // Choose one or two main colours for the background and one or two main colours for fonts throughout. Shades of your colour selections are acceptable to use. Too many colours make the infographic difficult to read. Use colours that are complementary to one another and (if possible) related to your topic. For example, if you’re displaying concepts about rhubarb’s place in the diet, choose pinks and greens. See “Resources” section for additional color guidance and templates. Also, pay close attention to contrast between background and text. What looks good on a computer screen may not be easy to see once printed.
* '''Blank Space''' // Don’t be tempted to clutter your infographic with icons and graphics. Provide plenty of blank spaces to split up your concepts, differentiate ideas, and increase readability.

'''Websites with Design Tips'''
* https://blog.kissmetrics.com/12-infographic-tips/
* https://piktochart.com/blog/category/best-infographic-tips/
* https://www.impactbnd.com/blog/12-eye-catching-infographic-design-tips

=== '''Piktochart Information''' ===
INFOGRAPHIC DEVELOPMENT
# Go to https://piktochart.com
# Sign up for a free account.
# Once you are logged in, select “Create New” --> "POSTER" or "FLYER". The dimensions should be either A4 or 8.5x11. Your project should fit on ONE page only (it's a poster).
# Explore template option. You can modify an existing template or “Create a New Piktochart” to begin with a blank canvas.
# Clean up the template. Delete any text boxes or graphical elements that you do not plan to use.
# Edit the remaining text boxes by double-clicking and replacing default text with information (e.g., facts, statistics, headings, etc.) pertinent to your topic.
# Searching for new graphical elements in the “Icons” or “Photos” drop-down menus from the left toolbar. Click on the graphic you want to use and resize in the template by dragging the corners (hold SHIFT to maintain ratios).
# Create charts and maps by selecting “Tools” from the left toolbar.
# To change colours of background or fonts, use paint bucket on the toolbar above the infographic. [https://www.color-hex.com/ Use an on-line colour code tool] to find specific codes to ensure your colours are consistent throughout your infographic. Colour codes are ways of representing the colours we see everyday in a format that a computer can interpret and display. Commonly used in websites and other software applications, there are a variety of formats, including Hex colour codes, RGB and HSL values, and HTML colour names, among others. You can enter colour codes directly into piktochart. [https://www.color-hex.com/ Use a colour palette generator to find specific colour schemes]. Simply type the 6 digit colour code in the box above and hit enter.
# To change fonts, click “Text” on the left toolbar.

=== '''Exporting as PDF''' ===
* With a free account, you can only make 2 high quality downloads. For the DRAFT assignment, simply submit a screenshot so you do not use up one of your downloads.
* For the final version for PRINTING, select DOWNLOAD --> PDF --> Quality - HIGH
* Click "Download as PDF"

=== '''Additional Piktochart Resources''' ===
* You can request a 30 minute demonstration of PiktoChart if you desire (not required): https://piktochart.com/demo-signup/
* Additional FAQ: http://support.piktochart.com/hc/en-us
* Design tips: https://piktochart.com/blog/category/best-infographic-tips/
* Email is@landfood.ubc.ca to request a tutorial and feedback session on your group's infographic.

=== Creating a Zine ===
Zine design draws upon similar design principles as infographics, but all within a foldable sheet of 11x17 paper. Visit the [https://zines.barnard.edu/zine-basics/how-make-zine Barnard Zine Library for templates, tutorials and inspiration].

Course:LFS350/race MSC

2022-10-31T20:07:26Z

WillValley:

== '''Overview''' ==
* In this session, we will focus on issues of race and ethnicity as they relate to and shape issues of inequity in the food system.
* In the first hour we will have a lecture on issues of race and ethnicity as they relate to and shape food insecurity and inequity in the food system. In the following 30 minutes, we will adopt a critical race perspective to collectively examine values, beliefs and assumptions in a food insecurity case study
* In tutorial, your TA will guide you through the process of mapping Moments of Significance in your project work this term in order to recognize the multiple pathways and experiences in the group and articulate your vision for successful project completion (i.e. approaching a Graceful Dismount)

== '''Objectives''' ==
After completing this lesson, you should be able to: 
* Articulate the ways in which individual, institutional, and structural racism relate to and shape issues of inequity in the food system and intersect with other forms of systemic inequity.

== '''Key Terms + Concepts''' ==
* Race, ethnicity and food justice

== '''Required Readings + Resources''' ==
* Gibb, N., & Wittman, H. (2013). Parallel alternatives: Chinese-Canadian farmers and the Metro Vancouver local food movement. Local Environment, 18(1), 1–19. '''Retrieved through the'' [http://www.library.ubc.ca/ UBC Library Website].'''
* Yu, H. (2021). [https://beyond.ubc.ca/henry-yu-white-elephant/ The white elephant in the room: anti-Asian racism in Canada.] Beyond: People, ideas and actions for a better world. UBC.
*

'''The food system is a racial project that produces racialized subjectivities and hierarchies, consolidates white privilege and oppresses communities of color''' (Sbicca & Myers, 2017, p. 32)

In this session, we will discuss ways in which race intersects with issues of power and privilege in the food system. In the video below, Malik Yankini, explores the connections between race, food and health.

{{#widget:YouTube|id=miukaKDL-Cs|height=315|width=420}}

'''References'''
* Sbicca, J., & Myers, J. S. (2017). Food justice racial projects: fighting racial neoliberalism from the Bay to the Big Apple. Environmental Sociology, 3(1), 30-41.

== '''Tutorial Session'''==

=== '''Moments of Significant Change''' ===

* Your TA will facilitate an individual and collaborative process of identifying and discussing significant moments that have occurred in your project so far.

The most significant change (MSC) technique (we are referring to it in LFS 350 as Moments of Significant Change) is a form of participatory monitoring and evaluation. It is participatory because all group members are involved both in deciding the sorts of change to be recorded and in analyzing the data. It is a form of monitoring because it occurs throughout the project cycle and provides information to help people manage the project. It contributes to evaluation because it provides data on impact and outcomes that can be used to help assess the performance of a group, or team as a whole. This methodology uses a ‘storied approach’ to collecting and analyzing data. It takes responses to the central question that sounds like ‘During the last month/project so far, in your opinion, what were the most significant changes that took place for you?’, which are often in the form of stories of who did what, when and why – and the reasons why the event was important.

We will begin the process by having your group articulate your "'''Story of Us"''' through the lens of your project in LFS 350. This is an extension of the Public Narrative process which each student started at the beginning of the term when they submitted the Story of Self assignment. Story of Self overlaps with Story of Us. There are many "us's" - family, community, organization, profession, movement, nation. A Story of Us tells the values of some community, long formed or now forming. It helps define a community, comparing and contrasting with other communities. It is about collective identity. Stories of Us that have depth have founding moments, key choices made, challenges faced, defining experiences, outcomes, and lessons learned.

Overall, the Moments of Significant Change methodology provide groups an opportunity to reflect on initial goals and expectations about a program/project, share those with other members of the group to draw connections and/or comparisons and then begin to map out a collective story that is comprised of each individual’s story. Facilitating this process at multiple points throughout a program/project provides an opportunity for individual group members, as well as the collective group to check-in and potentially revise goals and expectations.

== '''Additional Material''' ==
* Weiler, A. (2014, February 4). The elephants in Vancouver’s sustainable food movement. Georgia Straight. Retrieved from http://www.straight.com/news/579421/elephants-vancouvers-sustainable-food-movement
** An article in the ''Georgia Straight'' by an LFS alumni which raises interesting questions about whose voices are being heard in the conversation about the alternative food movement in Metro Vancouver.

* Holt-Giménez, E. & Harper, B. (2016). Dismantling Racism in the Food System. Food First:https://foodfirst.org/wp-content/uploads/2016/03/DR1Final.pdf
** This Backgrounder is the first in a multi-authored series on “Dismantling Racism in the Food System.” In this series we seek to uncover the structural foundations of racism in the food system and highlight the ways people, communities, organizations and social movements are dismantling the attitudes, institutions and structures that hold racism in place.

* [https://wfpc.sanford.duke.edu/wp-content/uploads/sites/15/2022/05/Whiteness-Food-Movements-Research-Brief-WFPC-October-2020.pdf Duke Sanford World Food Policy Center Research Brief: Identifying and Countering White Supremacy Culture in Food Systems]
** This research centered on the question: How does white supremacy culture play out in the food insecurity and food access space in the United States? To become anti-racist, food system actors must understand how white supremacy culture narratives function to center whiteness across the food system, effectively reinforcing systemic racial inequality and by extension disadvantaging BIPOC people. We discuss how whiteness holds white ideals as universal, how whiteness fuels power in decision-making, and how whiteness defines foods as either good or bad.

* ARTICLE: [https://onlinelibrary.wiley.com/doi/full/10.1002/sce.21598 Castro & Collins, 2020. Asian American women in STEM in the lab with “White Men Named John”].
** ABSTRACT: Asian American women occupy a paradoxical space within the context of science, technology, engineering, and math (STEM) fields, simultaneously overrepresented as Asian Americans and underrepresented as women. For Asian American female doctoral students, the complex layering and weaving of these intersections involves the constant negotiation of science, racial, and gendered identities. This study explored how the intersections of science, race, and gender shaped their student experiences. We positioned these frameworks not only as mutually constitutive systems but also emphasize science as an epistemology, which informs conceptions of knowledge, the practice of inquiry, and who has epistemic authority. As a qualitative study, we utilized intersectionality theory to explore identity development in the context of STEM environments and grounded theory methods in our analysis. We interviewed 23 women who self-identified as Asian Americans and were either currently in a doctoral program or were within 5 years of earning their degrees in STEM fields. Examining the intersections of science, race, and gender for Asian American female doctoral students in STEM allows a richer, more nuanced exploration of science as it is currently defined and understood and permits the conceptual critique of science to remake STEM environments into more inclusive spaces.
* VIDEO: Resmaa Menakem Breaks Down Deep Rooted Trauma Linked To Racism, Healing Practices
{{#widget:YouTube|id=omyzEvVvjog|height=315|width=420}}

Course:LFS350/Term2 Indigenous MSC

2022-10-31T20:06:04Z

WillValley:

== '''Overview''' ==
* In the plenary session, we will have a guest lecture speak about their experience studying and working on issues of food security, food sovereignty and food justice.
* In tutorial, your group will have time to work on your project.

== '''Objectives''' ==
After completing this lesson, you should be able to: 

* Reflect on the challenges and opportunities for integrating food justice and Indigenous food sovereignty perspectives when addressing issues of community food security.
* Articulate personal and group moments of significance in your CBEL project so far.
* Collaboratively design strategies for successfully completing your project based on the discussion of personal moments of significant change.

== '''Key Terms + Concepts''' ==
* Indigenous food sovereignty
* Moments of Significant Change

== '''Required Readings + Resources''' ==
* Martens, T. R., Dennis, M. K., & Hart, M. A. (2020). Feeding Indigenous people in Canada. International Social Work. https://doi.org/10.1177/0020872820916218. '''''Retrieved through Canvas or the'' [http://www.library.ubc.ca/ UBC Library Website].'''

Since the fall of 2016, we have been fortunate to have undergraduate students provide a lecture on Indigenous food sovereignty, integrating perspectives from current scholarly knowledge as well as drawing upon their own experiences as members of Indigenous nations in (so-called) BC.

Our first guest lecture was by '''Julian Napolean''', a GRS student and member of the Dane-zaa Nation, located in the Peace River region of so-called British Columbia. Here is Julian's final reflection on his experience in LFS 350:

"Despite this project being my first structured CBEL experience, I have a long history of involvement with community organizations focusing of social justice, food security, and environmental sustainability. I also identify as a low-income, Indigenous person who lives within the neighborhood associated with our CBEL project. While I do not feel that this gives me the right to make assumptions regarding the food security of others, I do feel competent in reflecting upon my own food security, past, present, and future. My culture is so intrinsically linked to the land that for me, food security and environmental justice are the same issue. In my opinion, the ongoing colonial oppression of the Indigenous people of this area presents the largest challenge to addressing food security in a meaningful manner. This is unceded Coast Salish territory; it is illegally held by the crown under their own colonial law. If food security discourses consistently focus on the accessibility of culturally appropriate foods, then our primary focus should be on preserving and rehabilitating the culturally appropriate foods of the Coast Salish people. I neither encountered a single Coast Salish person, nor heard any of their opinions during the entirety of our CBEL project. In my heart, I feel that any initiative of this matter should be striving to include these vital voices in the development and achievement of their mandate. Regardless of these feelings, the CBEL project did enable me to see the potential for the community food networks. I had an excellent and well-organized group and TA!"

Julian's final reflection initiated a critical change in LFS 350 and resulted in our attempts to bring more Indigenous content and perspectives into the course.

In February of 2017, we were fortunate to have '''Keisha Charnley''' speak to the class. Keisha is from the Katzie First Nation and Blackburn, England. She is currently finishing an interdisciplinary Bachelor of Science degree at UBC with a focus on land-based Indigenous Health. Keisha is passionate about making space for dignified access to decolonial wellness strategies through front-line work and community-grounded research. She carries extensive experience in food sovereignty and wellness work as a consultant and program coordinator, and is a founding member of the ekw’í7tl (ah-quay-tull) Indigenous Doula Collective. Through every role she holds in the community, Keisha seeks the guidance and inclusion of Elders and holds their leadership at the centre of the positive change she hopes to contribute to. Beyond this, Keisha’s personal interests include: surfing, working with plants and traditional medicines, food foraging, painting, and cooking. She strives to find a healthy balance between all of her passions in order to share her gifts with the community in a good way.

In the Fall of 2017, we were fortunate to have '''Niisii Guujaaw''' present, who was at the time a student in LFS 350. Niisii is from the Haida Nation of Haida Gwaii off the north coast of BC. She graduate in May 2018 with a degree in Global Resource Systems (GRS) in the Faculty of Land and Food Systems at UBC, studying a combination of marine biology and Indigenous studies topics relating to land and water rights, traditional ecological knowledge, and conservation. Her knowledge of Indigenous food sovereignty comes from her own food system and her upbringing as a Haida woman, but her academic path has been based around the protection of a resource which provides most of the food of the Haida people. She is involved in her community culturally and politically, and intends to return home to contribute to her community's self-governance and sustainable management of the land and sea. Out of school, she is learning weaving and the Haida language from elders and masters at home, is passionate about local, sustainable, traditional food harvesting, processing, (and eating), and works as a resource conservation technician.

In 2018-2020, we were fortunate to have two members of the [http://www.gitxsan.com/ Gitxsan Nation] present, '''Mike Wesley''' and '''Tatyana Daniels'''. Mike is enrolled in the dietetics program. Mike was born and raised on Gitxsan Territory which is located in northern B.C. His knowledge of Indigenous food sovereignty has been shaped from his life experience of growing up on Gitxsan territory and interacting with the traditional foods in his youth. Mike hopes to learn more about his traditional foods and incorporate them into addressing many health issues that are prevalent in his home community. Diseases such as obesity, cancer, and cardiovascular disease are some of the diseases that Mike would like to reduce in his home community. Another issue Mike would like to address is food insecurity throughout the community.

Tatyana is also in the dietetics program. She grew up in the community of Gitanmaax. Growing up on a rural reserve in northwestern BC, she spent summers with her grandmother gathering and preserving traditional foods. She enjoyed learning the different preservation techniques, but was more interested in what the food did for the body. On her reserve, she witnessed many people suffering from diseases that could be considered diet-related. As she grew older, she realized that these diseases were not unique to her community, but were prevalent within the Indigenous population. This may be where her initial interest in nutrition and the use of combining traditional food with the modern day diet to improve Indigenous health had stemmed from. Since then, her desire to promote positive change and improve Indigenous health in BC through the incorporation of traditional foods, nutrition education, and culturally-sensitive consultations, has only been deepened.

The following video is a great introduction to the concept food sovereignty and Indigenous food systems from a Coast Salish perspective.

{{#widget:YouTube|id=RGkWI7c74oo|height=315|width=420}}

== '''Tutorial Session'''==
Project work party!

Course:Course:LFS350/Projects/F2022/FernwoodNRG

2022-09-08T19:32:28Z

WillValley:

== '''Overview''' ==

=== Gathering Community Preferences to Inform Fernwood's "Good Food Box" Procurement ===

=== '''Organization Name''' ===
[https://fernwoodnrg.ca/ Fernwood Neighbourhood Resource Group]

== '''Organization Information''' ==

=== '''Organization Name''' ===
[https://fernwoodnrg.ca/][https://fernwoodnrg.ca/ Fernwood Neighbourhood Resource Group]

=== Mission + Vision ===
Fernwood NRG is committed to creating a socially, environmentally, and economically sustainable neighbourhood.

=== '''Guiding Principles + Values''' ===
In 2005, Fernwood NRG drafted a Declaration of Principles and Values. The following eleven statements are our promise to the residents of Fernwood:

# We are committed to creating a socially, environmentally, and economically sustainable neighbourhood;
# We are committed to ensuring neighbourhood control or ownership of neighbourhood institutions and assets;
# We are committed to using our resources prudently and to becoming financially self-reliant;
# We are committed to the creation and support of neighbourhood employment;
# We are committed to engaging the dreams, resources, and talents of our neighbours and to fostering new links between them;
# We are committed to taking action in response to neighbourhood issues, ideas, and initiatives;
# We are committed to governing our organization and serving our neighbourhood democratically with a maximum of openness, inclusivity and kindness;
# We are committed to developing the skills, capacity, self-worth, and excellence of our neighbours and ourselves;
# We are committed to focusing on the future while preserving our neighbourhood’s heritage and diversity;
# We are committed to creating neighbourhood places that are vibrant, beautiful, healthy, and alive; and, most of all,
# We are committed to having fun!

=== '''Contact Information''' ===

* Primary Contact Person(s): Susan Kim, she/her
* Email: susan@fernwoodnrg.ca
* Phone: 250-381-1552
* Address: 1240 Gladstone Ave., Victoria, BC V8T 1G6
* Website: https://fernwoodnrg.ca/

=== '''Preferred Method of Contact''' ===

* Best method(s) to contact: Email
* Best day(s) to contact: M-F
* Best time(s) to contact: Flexible

=== '''Preferred Platform(s) for Remote Collaboration''' ===

* In person, Zoom
*

== '''Project Description''' ==

=== Note: This project will take place online. A site visit to Fernwood can be arranged and would be an enhancement for all. ===

=== '''Context: What challenge or issue does the project aim to address?''' ===
[https://thegoodfoodbox.ca/ The Good Food Box] is a project of Fernwood Neighbourhood Resource Group, whose [https://fernwoodnrg.ca/fernwood-nrg-programs/food-security/ other food security initiatives] include community meals, public gardens, and skill-building workshops on food cultivation, processing, and cooking. Good Food Box is a non-profit, alternative fruit and vegetable distribution system, to increase sustainability, food access, social justice and health. Boxes are lovingly packed and delivered by hard-working volunteers, helping to keep costs affordable for our members. We purchase the highest quality produce and ensure variety, freshness and affordability. We prioritize locally grown, unsprayed produce with a focus on seasonal fruits and vegetables from local and regional farmers. We do source from other places but are always trying to buy close to home.

Membership is open for everyone regardless of income level — we are stronger and more sustainable the larger our customer base. As we look to expand our membership base, we would like to understand the food needs and interests of community members who are not currently subscribed. Among our existing subscribers, we have observed an underrepresentation of populations (such as students and single-parent households) who we would love to connect with. Having a greater understanding of their contexts would help us plan and adapt our efforts accordingly.

Applying market research principles to community engagement processes, LFS 350 students will help us understand the food needs and interests of potential members in and around Victoria. We anticipate that affordability and culturally relevant foods will be a priority, which may have implications for our emphasis on local and regional procurement.

Related to this research, we are also looking for ways to raise our profile so we can reach more community members.

'''Main Project Activities and Deliverables'''

Anticipated activities include:

* Work with Fernwood staff on developing effective gathering data strategies consistent with our community-focused values
* We are open to brainstorming and discussion data gathering options, with students selecting methods (e.g. focus group scripts, survey, group discussion question list, interviews with local service providers) according to their interests and potential quality of deliverables
* With input from Fernwood staff, develop relevant data gathering materials (e.g. survey questions, focus group questions)
* With input from Fernwood staff, develop a dissemination strategy that includes target numbers and other relevant parameters
* Support aspects of the implementation plan that are possible in a remote/virtual context (phone calls, Zoom calls)
* Summarize findings and student recommendations in a format to be discussed with community partner (e.g. infographic, written report)

'''Student Assets and Skills (preferred or required)'''

* Cross-cultural communication and understanding of equity issues affecting food security
* Interest in asset-based community development
* Interest/experience in sustainability food procurement and distribution
* Interest/experience in market research
* Language skills in addition to English are an asset

=== '''Are there any mandatory attendance dates (e.g. special event)?''' ===

* No

=== '''Is a criminal record search (CRS) required?''' ===

* No

=== How much self-direction is expected from the students? ===

* Deciding on the project deliverable(s) Equal leadership between students and community partner
* Developing the activity plan and timeline Led by students with some input from community partner
* Scheduling and initiating the communication plan (e.g. weekly Zoom check-in, biweekly email update, etc.) Led by students
* Implementing the activity plan (e.g. surveying stakeholder groups) Equal leadership between students and community partner
* Finalizing the deliverable(s) Led by students

=== '''Preferred Days of Week and Hours''' ===

*

* Flexible

=== '''Related Community Service Opportunities for Students''' ===

* We would be happy to arrange a site visit (please speak to your TA about potential travel arrangements)
* We have many volunteering opportunities (e.g. packing food boxes, sorting, distribution support) to get a deeper understanding of our program and our community.

== '''Required Reading''' ==

=== '''Project/Partner Orientation Materials''' ===
Students should review the following materials prior to the first partner meeting. Additional orientation materials may be provided at the first partner meeting.

* https://fernwoodnrg.ca/
* https://thegoodfoodbox.ca/

=== Additional Materials ===

* [https://vancouver.ca/files/cov/resilient-neighbourhoods-toolkit.pdf ''Resilient Neighbourhoods Toolkit'']. City of Vancouver
* [https://equity.ubc.ca/resources/activating-inclusion-toolkit/ ''Activating Inclusion Toolkit'']. UBC Equity and Inclusion Office
* [https://equity.ubc.ca/resources/accessible-and-inclusive-event-planning/ Checklist for Accessible and Inclusive Event Planning] and [https://equity.ubc.ca/resources/respectful-dialogues/ Respectful Dialogues Guide]. UBC Equity and Inclusion Office
* Browse [https://mfre.landfood.ubc.ca/graduating-project past UBC MFRE] project highlights for inspiration! For a complete list of past projects, contact Janelle Tan (Graduating Projects Manager) at janelle.tan@ubc.ca

== '''Expected Outcomes''' ==

=== '''Intended Short-term Project Outcome''' ===
Fernwood NRG's Good Food Box Team has greater insight into the needs/interests/barriers of potential subscribers, to inform more effective marketing and procurement practices

=== '''Learning Outcomes''' ===
''Through this project, I think students will learn about...''

* Food needs/interest/barriers facing Victoria residents
* Food security and insecurity in BC
* Grassroots efforts to address affordability challenges

''By working on this project, I think students will develop skills and/or awareness of...''

* Practical aspects of food procurement and distribution
* Practical aspects of volunteer mobilization
* Tensions between culturally relevant and affordable foods in relation to local procurement practices

''By the end of the project, I believe students will come to appreciate...''

* The role of marketing and market research in advancing food justice
* How putting theory into practice has real impacts on communities

Course:Course:LFS350/Projects/F2022/SAEA

2022-09-08T06:30:28Z

WillValley: /* Are there any mandatory attendance dates (e.g. special event)? */

== '''Overview''' ==

=== Project Title ===
Cultivating a Network of Campus Gardens

=== Organization Name ===
[https://sustainableaged.org/ Sustainable Agriculture Education Association]

== '''Organization Information''' ==

=== Organization Name ===
[https://sustainableaged.org/ Sustainable Agriculture Education Association]

=== Mission and Vision of Organization ===
The Sustainable Agriculture Education Association (SAEA) promotes and supports the development, application, research, and exchange of best teaching and learning practices in sustainable agriculture education and curricula through communication, training, development, and collaborative activities for teachers and learners. The Association is organized exclusively for education purposes within the meaning of Section 501(c)(3) of the Internal Revenue Code.

The goals of the Association are as follows: Promote and advocate the establishment of sustainable agriculture education programs. Promote the collaborative development and exchange of curricula, best educational and experiential learning practices, and research related to the teaching and learning of sustainable agriculture. Provide public forums for addressing issues in sustainable agriculture education teaching and learning. Serve as a vibrant network for individuals and organizations involved in sustainable agriculture education. Engage in activities to aid the professional development of sustainable agriculture educators and students. Serve as an advocate for sustainable agriculture in other contexts and in collaboration with other organizations relevant to sustainable agriculture education. Obtain public and private funds to collaboratively develop and exchange sustainable agriculture education and curricula at all educational levels and with the general public. Attract talented, bright individuals to teach and work in the field of sustainable agriculture. Contribute to the growth of sustainable agriculture in the U.S. and abroad (within grassroots and educational institutions, farms, businesses, etc.).

=== Guiding Principles + Values ===

*

=== Contact Information ===

* Primary Contact Person: Elizabeth Dean
* Email: saea.information[at]gmail.com
* Phone: N/A
* Address:
* Website: [https://sustainableaged.org/][https://ediblegardenproject.com/2021site/ Sustainable Agriculture Education Association]

=== Preferred Method of Contact ===

* Best method(s) to contact: Email
* Best day(s) to contact: Mondays, Wednesdays, Thursdays, Fridays
* Best time(s) to contact: Afternoon

=== Preferred Platform(s) for Remote Collaboration ===

* Zoom

== '''Project Description''' ==

=== Context: What challenge or issue does the project aim to address? ===
Campus gardens are growing in popularity across universities and college campuses in North America. These are diverse spaces in shape, size, purpose, and outputs. They are often used as educational spaces, cultural hubs, and arts-based platforms. They yield fruits, veggies, herbs, flowers, connection, and community. We have many [https://sustain.ubc.ca/campus/food/campus-gardens campus gardens] at UBC, such as the Orchard Garden, Roots on the Roof, the Agronomy Garden, and the Geo Garden. Emerging from conversations at the recent SAEA conference at Ohio State University, there is interest in SAEA helping cultivate a network of campus gardens to help connect, support, and amplify the incredible outcomes emerging from these spaces.

*

=== Main Project Activities and Deliverables ===

* Conduct a brief literature review on the history, impacts and outputs of gardens on university and college campuses in North America.
* Create an initial map of campus gardens in North America
* Reach out to key members of SAEA that are involved in campus gardens to help shape the vision and scope of a campus garden network

*

=== Student Assets and Skills (preferred or required) ===

* Curiosity and excitement to learn more about the role, value and impact of campus gardens
* Interest in designing and creating interactive, open-source maps
* Experience with GIS mapping software
* Fluency in Spanish

*

=== Are there any mandatory attendance dates (e.g. special event)? ===
No
*

=== Will the project take place online, in person, or a combination? ===

* Online

=== Is a criminal record search (CRS) required? ===

* No

=== How much self-direction is expected from the students? ===

* Deciding on the project deliverable(s) - Equal leadership between students and community partner
* Developing the activity plan and timeline - Equal leadership between students and community partner
* Scheduling and initiating the communication plan (e.g. weekly Zoom check-in, biweekly email update, etc.) - Equal leadership between students and community partner
* Implementing the activity plan - Equal leadership between students and community partner
* Finalizing the deliverable(s) Led by students

== '''Required Reading''' ==

=== Project/Partner Orientation Materials ===
Students should review these materials prior to the first partner meeting:

* Review our website to get a better sense of the organization - https://sustainableaged.org/

*

Course:Course:LFS350/Projects/F2022/SAEA

2022-09-08T06:25:29Z

WillValley:

== '''Overview''' ==

=== Project Title ===
Cultivating a Network of Campus Gardens

=== Organization Name ===
[https://sustainableaged.org/ Sustainable Agriculture Education Association]

== '''Organization Information''' ==

=== Organization Name ===
[https://sustainableaged.org/ Sustainable Agriculture Education Association]

=== Mission and Vision of Organization ===
The Sustainable Agriculture Education Association (SAEA) promotes and supports the development, application, research, and exchange of best teaching and learning practices in sustainable agriculture education and curricula through communication, training, development, and collaborative activities for teachers and learners. The Association is organized exclusively for education purposes within the meaning of Section 501(c)(3) of the Internal Revenue Code.

The goals of the Association are as follows: Promote and advocate the establishment of sustainable agriculture education programs. Promote the collaborative development and exchange of curricula, best educational and experiential learning practices, and research related to the teaching and learning of sustainable agriculture. Provide public forums for addressing issues in sustainable agriculture education teaching and learning. Serve as a vibrant network for individuals and organizations involved in sustainable agriculture education. Engage in activities to aid the professional development of sustainable agriculture educators and students. Serve as an advocate for sustainable agriculture in other contexts and in collaboration with other organizations relevant to sustainable agriculture education. Obtain public and private funds to collaboratively develop and exchange sustainable agriculture education and curricula at all educational levels and with the general public. Attract talented, bright individuals to teach and work in the field of sustainable agriculture. Contribute to the growth of sustainable agriculture in the U.S. and abroad (within grassroots and educational institutions, farms, businesses, etc.).

=== Guiding Principles + Values ===

*

=== Contact Information ===

* Primary Contact Person: Elizabeth Dean
* Email: saea.information[at]gmail.com
* Phone: N/A
* Address:
* Website: [https://sustainableaged.org/][https://ediblegardenproject.com/2021site/ Sustainable Agriculture Education Association]

=== Preferred Method of Contact ===

* Best method(s) to contact: Email
* Best day(s) to contact: Mondays, Wednesdays, Thursdays, Fridays
* Best time(s) to contact: Afternoon

=== Preferred Platform(s) for Remote Collaboration ===

* Zoom

== '''Project Description''' ==

=== Context: What challenge or issue does the project aim to address? ===
Campus gardens are growing in popularity across universities and college campuses in North America. These are diverse spaces in shape, size, purpose, and outputs. They are often used as educational spaces, cultural hubs, and arts-based platforms. They yield fruits, veggies, herbs, flowers, connection, and community. We have many [https://sustain.ubc.ca/campus/food/campus-gardens campus gardens] at UBC, such as the Orchard Garden, Roots on the Roof, the Agronomy Garden, and the Geo Garden. Emerging from conversations at the recent SAEA conference at Ohio State University, there is interest in SAEA helping cultivate a network of campus gardens to help connect, support, and amplify the incredible outcomes emerging from these spaces.

*

=== Main Project Activities and Deliverables ===

* Conduct a brief literature review on the history, impacts and outputs of gardens on university and college campuses in North America.
* Create an initial map of campus gardens in North America
* Reach out to key members of SAEA that are involved in campus gardens to help shape the vision and scope of a campus garden network

*

=== Student Assets and Skills (preferred or required) ===

* Curiosity and excitement to learn more about the role, value and impact of campus gardens
* Interest in designing and creating interactive, open-source maps
* Experience with GIS mapping software
* Fluency in Spanish

*

=== Are there any mandatory attendance dates (e.g. special event)? ===

*

=== Will the project take place online, in person, or a combination? ===

* Online

=== Is a criminal record search (CRS) required? ===

* No

=== Related Community Service Opportunities for Students ===

*

== '''Required Reading''' ==

=== Project/Partner Orientation Materials ===
Students should review these materials prior to the first partner meeting:

* Review our website to get a better sense of the organization - https://sustainableaged.org/

*

=== Additional Project/Partner Orientation Materials ===
The following will be provided at the first community partner meeting:

*

== '''Expected Outcomes''' ==

=== Intended Short-term Project Outcome ===

*

=== Learning Outcomes ===
''Through this project, I think students will learn about...''

*

''By working on this project, I think students will develop skills and/or awareness of...''

*

''By the end of the project, I believe students will come to appreciate...''

Course:LFS350/Participation

2022-08-26T18:47:55Z

WillValley:

== '''Grade Breakdown''' ==
* Lecture Attendance - 5%
* Tutorial Attendance - 5%
* Competencies Self-Assessments - 4%
* Completion of the TCPS 2 Tutorial Course on Research Ethics - 1%
Completion of the following Project Management Documents - 5%
* Team Charter - 1%
* Agreement to Work Together - 1%
* Project Deliverables - 3%

== '''Lecture Attendance''' ==
TAs will record attendance (5 of 6 sessions equals full attendance)

== '''Tutorial Room Attendance + Activity''' ==
TAs will record attendance and rate student participation in tutorial activities based on the following criteria:

'''Does Not Meet Expectations'''

0 - Absent

0.25 – The student is disruptive and distracting; does not arrive prepared; does not respond well to TA feedback on behaviour in tutorial

0.5 – The student is physically present but mentally elsewhere; doesn’t contribute to conversation; unclear if student is prepared; often distracted through electronic devices

'''Meets Minimum Expectations'''

0.8 – The student is present and paying attention; contributes at least once to class discussion; or participates through hand raising, taking notes, and discussing with group members

'''Exceeds Expectations'''

1.0 – The student arrives prepared for class; participates multiple times in class discussion; contributions are thoughtful and provoke additional comments from others; does not dominate conversation; listens carefully and responds thoughtfully to comments made by others; demonstrates a deep understanding of course material through "Exit Ticket" written submission.

== '''Competencies Self-Assessment''' ==
You will be sent two survey links in the term to conduct a self-assessment on the following competencies:

'''Project Development'''
* I can develop a clear project proposal
* I can identify indicators that allow me to measure progress towards project outcomes
* I can collect information to determine if project outcomes are achieved
* I can keep all stakeholders aware of progress throughout the duration of a project
'''Collaboration'''
* I understand my own social and cultural locations within society, and how these relate to working with others
* I can work with others to achieve a common goal; I do my share.
* I can take on roles and responsibilities in a group.
* I can address conflict when it arises in group work.
* I can give, receive, and integrate feedback
* I can reflect on my own and group performance in order to improve work and learning
'''Equity'''
* I recognize the extent to which socio-cultural structures and values may oppress, marginalize, alienate, or create or enhance privilege and power in the food system
* I understand historical and current systemic inequities (e.g. organizational, institutional, legal and legislative forces) that affect different groups and individuals
* I can use knowledge of the effects of oppression, discrimination, and historical trauma to guide the development of socially just food system projects
'''Collective Action'''
*I can analyze a food system issue and determine how it emerged
*I can identify key stakeholders in a food system issue and the power dynamics among them
*I can identify the possibilities and barriers to achieve collective change in a food system issue
*I can work in a public setting to address a collective need related to the food system
'''Communication'''
* I can verbally present information and ideas to an audience I may not know
* I can communicate complex ideas in writing
* I can communicate professionally over email and phone
* I can use design principles to create a clear and attractive infographic

== '''Public Narrative: Story of Self''' ==
At the beginning of LFS 350, you will be asked to write a 1-2 page Story of Self. The process is useful for helping you articulate and communicate your interests to group members, community partners, and TA.

'''Public Narrative''', developed by long time civil rights activist, community and labour union organizer turned Harvard professor, Marshall Ganz, for the Obama campaign in 2008, has since become a resource for change-making around the world. Narrative, writes Gantz, is the process "through which individuals, communities, and nations make choices, construct identity, and inspire action. It can both instruct and inspire -- teaching us not only how we ought to act but motivating us to act."

Public narrative is different than one's individual story. "Some of us may think our personal stories don't matter," says Gantz. "On the contrary, if we do public work, we have a responsibility to give a public account of ourselves - where we came from, why we do what we do, and where we think we are going."

Public narrative has three parts: "Story of Self", "Story of Us", and "Story of Now".

'''Story of Self'''. Story of Self tells us the key formative experiences which shaped you, "communicating the values that are calling you to act." Story of Self is built around one or two key "choice points", moments of large consequence in your life when you faced a challenge of some kind, made a a choice based on some core values, experienced a consequence, and learned something of basic importance.

'''Story of Us'''. Story of Self overlaps with Story of Us. There are many "us's" - family, community, organization, profession, movement, nation. A Story of Us tells the values of some community, long formed or now forming. It helps define a community, comparing and contrasting with other communities. It is about collective identity. Stories of Us that have depth have founding moments, key choices made, challenges faced, defining experiences, outcomes, and lessons learned.

'''Story of Now'''. Story of Now locates the community in the larger challenges or threats of our time. An example was Martin Luther King's "I Have a Dream" speech on August 28, 1963. It is important to remember that King preceded the dream with a nightmare - the failure of America to make good on the "promissory note". to African Americans. He said the March has "the fierce urgency of now" because this debt could no longer be postponed. In Canada, we have many pressing current issues that frame food system related work, such as the Truth and Reconciliation process with Indigenous communities, the prevalence of food insecurity, and ecological harm associated with industrial agriculture practices.

- ''Adapted with permission from Dennis Donovan, Sabo Center for Democracy and Citizenship, Augsburg University''

== '''TCPS 2 Tutorial Course on Research Ethics''' ==
* Complete the tutorial and upload your certificate to the assignment section in Canvas
* The tutorial can be accessed here: https://tcps2core.ca/register

== '''Group Assessments''' ==
While group work can be rewarding it can also be unequally shared and a source of resentment. You will be required to rate other group members contribution as well as how your group is working together through two on-line evaluation surveys - at the midpoint and end of the course.

The midpoint assessment will provide you with an opportunity to give anonymous, constructive feedback to your group members. The end of term evaluation will '''will be considered by the teaching team when determining the final value of all group work in the course.'''

By completing the assessments, you will have specific criteria to fairly and objectively rate the effectiveness of group members and the group as a whole. Working well in groups is a skill that can be developed over time and these evaluations will help you and your group function efficiently in a collaborative, interdisciplinary setting.

Assessments will be conducted through '''iPeer ('''https://ipeer.elearning.ubc.ca/<nowiki/>)'''. Login with your CWL to complete the assessment.'''

=== Mid Term Peer Feedback ===
To help your team become more effective, give your teammates some anonymous feedback.  Consider such things as:
* ''Preparation''
* ''Contribution''
* ''Gatekeeping''
* ''Flexibility''
* Were they prepared when they came to class?  Did they contribute to the team discussion and work? Did they help others contribute?  Did they listen when disagreements occurred?

These are anonymous, so be honest.
{| class="wikitable"
|1. Team Member Name:

''Things I appreciate about this team member:''

''Things I would like to request of this team member:''

|}

=== End of Term - LFC Series Group Multiplier Criteria ===
Consider the criteria of good group work detailed below to allow you to assess each member in your group.

A score of 100 means that the individual met the expectations of the group. A score below 100 means that the individual did not meet expectations. And, a score between 101-110 indicates that the individual exceeded the expectations for group work this term. For example, if the group received 85% overall on group assignments, here is how the group multiplier would affect an individual's grade:
*Group Multiplier Value of 80 - did not meet expectations - Group Grade Value = 85 x 0.80 = 68%
*Group Multiplier Value of 100 - met expectations - Group Grade Value = 85 x 1.0 = 85%
*Group Multiplier Value of 110 - exceeded expectations - Group Grade Value = 85 x 1.10 = 93.5%

''Rate performance on the following:''

'''Attendance (20)'''

Attending lectures and being present in breakout sessions is critical to high-functioning group work. When each member stays informed and current with course material, instructions and activities, less time is devoted to bringing everyone up to speed, leaving more time free to commit to working on assignments and reports.
* Lectures, Presentations and Discussions (10)
* Group Meetings (10)

'''Communication (30)'''

Effective communication is open and two-way, with discussions that are in-depth with careful listening. When interacting, people are often ‘waiting to speak” rather than listening. Active listening involves paraphrasing or re-stating what has been said in order to verify understanding.
* Contributing to group dialogue (10)
* Active listening (10)
* Non-verbal & Electronic communication (i.e. body language in group setting & prompt replying to emails and other messages) (10)

'''Support & Feedback (40)'''

One of the greatest strengths of collaboration is being exposed to diverse perspectives. It is important to let everyone voice his or her opinion. This will allow differences to be acknowledged and result in sound and fair resolutions being reached through discussion. Constructive feedback is information that calls attention to a problem or potential problem. The key to giving constructive feedback is maintaining a spirit of mutual respect and learning.
* Contribution to group work (20)
* Respectful of others opinions (10)
* Constructive feedback (10)

'''Organization (10)'''

* Punctual & Prepared (i.e. on-time for meetings, presentations, other group activities & readings, work, and research reliably completed) (10)

'''TOTAL: /100 (possibly up to 110)'''

Course:LFS350/Term2 Indigenous MSC

2022-08-17T23:47:54Z

WillValley:

== '''Overview''' ==
* In the plenary session, we will have a guest lecture speak about their experience studying and working on issues of food security, food sovereignty and food justice.
* In tutorial, your TA will guide you through the process of mapping Moments of Significance in your project work this term in order to recognize the multiple pathways and experiences in the group and articulate your vision for successful project completion (i.e. approaching a Graceful Dismount)

== '''Objectives''' ==
After completing this lesson, you should be able to: 

* Reflect on the challenges and opportunities for integrating food justice and Indigenous food sovereignty perspectives when addressing issues of community food security.
* Articulate personal and group moments of significance in your CBEL project so far.
* Collaboratively design strategies for successfully completing your project based on the discussion of personal moments of significant change.

== '''Key Terms + Concepts''' ==
* Indigenous food sovereignty
* Moments of Significant Change

== '''Required Readings + Resources''' ==
* Martens, T. R., Dennis, M. K., & Hart, M. A. (2020). Feeding Indigenous people in Canada. International Social Work. https://doi.org/10.1177/0020872820916218. '''''Retrieved through Canvas or the'' [http://www.library.ubc.ca/ UBC Library Website].'''

Since the fall of 2016, we have been fortunate to have undergraduate students provide a lecture on Indigenous food sovereignty, integrating perspectives from current scholarly knowledge as well as drawing upon their own experiences as members of Indigenous nations in (so-called) BC.

Our first guest lecture was by '''Julian Napolean''', a GRS student and member of the Dane-zaa Nation, located in the Peace River region of so-called British Columbia. Here is Julian's final reflection on his experience in LFS 350:

"Despite this project being my first structured CBEL experience, I have a long history of involvement with community organizations focusing of social justice, food security, and environmental sustainability. I also identify as a low-income, Indigenous person who lives within the neighborhood associated with our CBEL project. While I do not feel that this gives me the right to make assumptions regarding the food security of others, I do feel competent in reflecting upon my own food security, past, present, and future. My culture is so intrinsically linked to the land that for me, food security and environmental justice are the same issue. In my opinion, the ongoing colonial oppression of the Indigenous people of this area presents the largest challenge to addressing food security in a meaningful manner. This is unceded Coast Salish territory; it is illegally held by the crown under their own colonial law. If food security discourses consistently focus on the accessibility of culturally appropriate foods, then our primary focus should be on preserving and rehabilitating the culturally appropriate foods of the Coast Salish people. I neither encountered a single Coast Salish person, nor heard any of their opinions during the entirety of our CBEL project. In my heart, I feel that any initiative of this matter should be striving to include these vital voices in the development and achievement of their mandate. Regardless of these feelings, the CBEL project did enable me to see the potential for the community food networks. I had an excellent and well-organized group and TA!"

Julian's final reflection initiated a critical change in LFS 350 and resulted in our attempts to bring more Indigenous content and perspectives into the course.

In February of 2017, we were fortunate to have '''Keisha Charnley''' speak to the class. Keisha is from the Katzie First Nation and Blackburn, England. She is currently finishing an interdisciplinary Bachelor of Science degree at UBC with a focus on land-based Indigenous Health. Keisha is passionate about making space for dignified access to decolonial wellness strategies through front-line work and community-grounded research. She carries extensive experience in food sovereignty and wellness work as a consultant and program coordinator, and is a founding member of the ekw’í7tl (ah-quay-tull) Indigenous Doula Collective. Through every role she holds in the community, Keisha seeks the guidance and inclusion of Elders and holds their leadership at the centre of the positive change she hopes to contribute to. Beyond this, Keisha’s personal interests include: surfing, working with plants and traditional medicines, food foraging, painting, and cooking. She strives to find a healthy balance between all of her passions in order to share her gifts with the community in a good way.

In the Fall of 2017, we were fortunate to have '''Niisii Guujaaw''' present, who was at the time a student in LFS 350. Niisii is from the Haida Nation of Haida Gwaii off the north coast of BC. She graduate in May 2018 with a degree in Global Resource Systems (GRS) in the Faculty of Land and Food Systems at UBC, studying a combination of marine biology and Indigenous studies topics relating to land and water rights, traditional ecological knowledge, and conservation. Her knowledge of Indigenous food sovereignty comes from her own food system and her upbringing as a Haida woman, but her academic path has been based around the protection of a resource which provides most of the food of the Haida people. She is involved in her community culturally and politically, and intends to return home to contribute to her community's self-governance and sustainable management of the land and sea. Out of school, she is learning weaving and the Haida language from elders and masters at home, is passionate about local, sustainable, traditional food harvesting, processing, (and eating), and works as a resource conservation technician.

In 2018-2020, we were fortunate to have two members of the [http://www.gitxsan.com/ Gitxsan Nation] present, '''Mike Wesley''' and '''Tatyana Daniels'''. Mike is enrolled in the dietetics program. Mike was born and raised on Gitxsan Territory which is located in northern B.C. His knowledge of Indigenous food sovereignty has been shaped from his life experience of growing up on Gitxsan territory and interacting with the traditional foods in his youth. Mike hopes to learn more about his traditional foods and incorporate them into addressing many health issues that are prevalent in his home community. Diseases such as obesity, cancer, and cardiovascular disease are some of the diseases that Mike would like to reduce in his home community. Another issue Mike would like to address is food insecurity throughout the community.

Tatyana is also in the dietetics program. She grew up in the community of Gitanmaax. Growing up on a rural reserve in northwestern BC, she spent summers with her grandmother gathering and preserving traditional foods. She enjoyed learning the different preservation techniques, but was more interested in what the food did for the body. On her reserve, she witnessed many people suffering from diseases that could be considered diet-related. As she grew older, she realized that these diseases were not unique to her community, but were prevalent within the Indigenous population. This may be where her initial interest in nutrition and the use of combining traditional food with the modern day diet to improve Indigenous health had stemmed from. Since then, her desire to promote positive change and improve Indigenous health in BC through the incorporation of traditional foods, nutrition education, and culturally-sensitive consultations, has only been deepened.

The following video is a great introduction to the concept food sovereignty and Indigenous food systems from a Coast Salish perspective.

{{#widget:YouTube|id=RGkWI7c74oo|height=315|width=420}}

== '''Tutorial Session'''==
Project work party!

Course:LFS350/race MSC

2022-08-17T23:47:25Z

WillValley: /* Tutorial Session */

== '''Overview''' ==
* In this session, we will focus on issues of race and ethnicity as they relate to and shape issues of inequity in the food system.
* In the first hour we will have a lecture on issues of race and ethnicity as they relate to and shape food insecurity and inequity in the food system. In the following 30 minutes, we will adopt a critical race perspective to collectively examine values, beliefs and assumptions in a food insecurity case study.
*In tutorial, you will have time to work on your community project

== '''Objectives''' ==
After completing this lesson, you should be able to: 
* Articulate the ways in which individual, institutional, and structural racism relate to and shape issues of inequity in the food system and intersect with other forms of systemic inequity.

== '''Key Terms + Concepts''' ==
* Race, ethnicity and food justice

== '''Required Readings + Resources''' ==
* Gibb, N., & Wittman, H. (2013). Parallel alternatives: Chinese-Canadian farmers and the Metro Vancouver local food movement. Local Environment, 18(1), 1–19. '''Retrieved through the'' [http://www.library.ubc.ca/ UBC Library Website].'''
* Yu, H. (2021). [https://beyond.ubc.ca/henry-yu-white-elephant/ The white elephant in the room: anti-Asian racism in Canada.] Beyond: People, ideas and actions for a better world. UBC.
*

'''The food system is a racial project that produces racialized subjectivities and hierarchies, consolidates white privilege and oppresses communities of color''' (Sbicca & Myers, 2017, p. 32)

In this session, we will discuss ways in which race intersects with issues of power and privilege in the food system. In the video below, Malik Yankini, explores the connections between race, food and health.

{{#widget:YouTube|id=miukaKDL-Cs|height=315|width=420}}

'''References'''
* Sbicca, J., & Myers, J. S. (2017). Food justice racial projects: fighting racial neoliberalism from the Bay to the Big Apple. Environmental Sociology, 3(1), 30-41.

== '''Tutorial Session'''==

=== '''Moments of Significant Change''' ===

* Your TA will facilitate an individual and collaborative process of identifying and discussing significant moments that have occurred in your project so far.

The most significant change (MSC) technique (we are referring to it in LFS 350 as Moments of Significant Change) is a form of participatory monitoring and evaluation. It is participatory because all group members are involved both in deciding the sorts of change to be recorded and in analyzing the data. It is a form of monitoring because it occurs throughout the project cycle and provides information to help people manage the project. It contributes to evaluation because it provides data on impact and outcomes that can be used to help assess the performance of a group, or team as a whole. This methodology uses a ‘storied approach’ to collecting and analyzing data. It takes responses to the central question that sounds like ‘During the last month/project so far, in your opinion, what were the most significant changes that took place for you?’, which are often in the form of stories of who did what, when and why – and the reasons why the event was important.

We will begin the process by having your group articulate your "'''Story of Us"''' through the lens of your project in LFS 350. This is an extension of the Public Narrative process which each student started at the beginning of the term when they submitted the Story of Self assignment. Story of Self overlaps with Story of Us. There are many "us's" - family, community, organization, profession, movement, nation. A Story of Us tells the values of some community, long formed or now forming. It helps define a community, comparing and contrasting with other communities. It is about collective identity. Stories of Us that have depth have founding moments, key choices made, challenges faced, defining experiences, outcomes, and lessons learned.

Overall, the Moments of Significant Change methodology provide groups an opportunity to reflect on initial goals and expectations about a program/project, share those with other members of the group to draw connections and/or comparisons and then begin to map out a collective story that is comprised of each individual’s story. Facilitating this process at multiple points throughout a program/project provides an opportunity for individual group members, as well as the collective group to check-in and potentially revise goals and expectations.

== '''Additional Material''' ==
* Weiler, A. (2014, February 4). The elephants in Vancouver’s sustainable food movement. Georgia Straight. Retrieved from http://www.straight.com/news/579421/elephants-vancouvers-sustainable-food-movement
** An article in the ''Georgia Straight'' by an LFS alumni which raises interesting questions about whose voices are being heard in the conversation about the alternative food movement in Metro Vancouver.

* Holt-Giménez, E. & Harper, B. (2016). Dismantling Racism in the Food System. Food First:https://foodfirst.org/wp-content/uploads/2016/03/DR1Final.pdf
** This Backgrounder is the first in a multi-authored series on “Dismantling Racism in the Food System.” In this series we seek to uncover the structural foundations of racism in the food system and highlight the ways people, communities, organizations and social movements are dismantling the attitudes, institutions and structures that hold racism in place.

* [https://wfpc.sanford.duke.edu/wp-content/uploads/sites/15/2022/05/Whiteness-Food-Movements-Research-Brief-WFPC-October-2020.pdf Duke Sanford World Food Policy Center Research Brief: Identifying and Countering White Supremacy Culture in Food Systems]
** This research centered on the question: How does white supremacy culture play out in the food insecurity and food access space in the United States? To become anti-racist, food system actors must understand how white supremacy culture narratives function to center whiteness across the food system, effectively reinforcing systemic racial inequality and by extension disadvantaging BIPOC people. We discuss how whiteness holds white ideals as universal, how whiteness fuels power in decision-making, and how whiteness defines foods as either good or bad.

* ARTICLE: [https://onlinelibrary.wiley.com/doi/full/10.1002/sce.21598 Castro & Collins, 2020. Asian American women in STEM in the lab with “White Men Named John”].
** ABSTRACT: Asian American women occupy a paradoxical space within the context of science, technology, engineering, and math (STEM) fields, simultaneously overrepresented as Asian Americans and underrepresented as women. For Asian American female doctoral students, the complex layering and weaving of these intersections involves the constant negotiation of science, racial, and gendered identities. This study explored how the intersections of science, race, and gender shaped their student experiences. We positioned these frameworks not only as mutually constitutive systems but also emphasize science as an epistemology, which informs conceptions of knowledge, the practice of inquiry, and who has epistemic authority. As a qualitative study, we utilized intersectionality theory to explore identity development in the context of STEM environments and grounded theory methods in our analysis. We interviewed 23 women who self-identified as Asian Americans and were either currently in a doctoral program or were within 5 years of earning their degrees in STEM fields. Examining the intersections of science, race, and gender for Asian American female doctoral students in STEM allows a richer, more nuanced exploration of science as it is currently defined and understood and permits the conceptual critique of science to remake STEM environments into more inclusive spaces.
* VIDEO: Resmaa Menakem Breaks Down Deep Rooted Trauma Linked To Racism, Healing Practices
{{#widget:YouTube|id=omyzEvVvjog|height=315|width=420}}

Course:LFS350/race MSC

2022-08-17T23:38:58Z

WillValley:

Course:LFS350/race MSC

2022-08-17T23:32:03Z

WillValley:

Course:LFS350/Gender

2022-08-17T23:16:42Z

WillValley:

== '''Overview''' ==
* In this session, we will focus on gender and how it relates to and shapes issues of inequity in the food system.
* In tutorial rooms, your TA will review your proposal and give you feedback to make revisions.
* In the first hour we will have a lecture on issues of gender as it relates to and shapes food insecurity and inequity in the food system. In the following 30 minutes, we will work on the second part of your proposal, the Project Measurement Plan.
* In tutorial, you will have time to work on your project proposal directly.

== '''Objectives''' ==
After completing this lesson, you should be able to:
* Define terms and concepts related to gender diversity
* Identify simple strategies for creating accessible and affirming practices
* Articulate the ways in which gender issues relate to food justice and community food security
* Identify project indicators that relate to your project outcomes
* Articulate your data sources and collection methods associated with each indicator

== '''Key Terms + Concepts''' ==
* Gender and food justice
* Indicators
* Data sources
* Collection methods

== '''Required Readings + Resources''' ==
* Allen, P., & Sachs, C. (2012). Women and food chains: The gendered politics of food. ''Taking food public: Redefining foodways in a changing world''. Eds. Forson, P. W., & Counihan, C. Routledge. pp. 23-40. '''Retrieved through Canvas or the'' [http://www.library.ubc.ca/ UBC Library Website].'''''
* Complete the BC Provincial Health Services Authority (PHSA) [https://learninghub.phsa.ca/Courses/20502#info Introductory Trans Care BC On-Line Course] (approx. 30mins)
** This training is designed for care providers, care teams, and staff working with transgender, non-binary, and gender diverse individuals accessing their services.

=== '''Gender + Food Systems''' ===
'''"Whether or not we like to admit it, our food practices remain profoundly gendered."''' (Brady et al, 2017, p. 81). 

Despite advancements in divisions of labour in Canadian households over the past few decades, women are more likely to be engaged in, and responsible for, food and foodwork. And food practices are still tightly associated with our social construction of femininity and contribute to dominant social expectations about the performance of "being a woman" in Canada. Adopting a feminist perspective reveals patterns of inequality in the food system as they relate to women's paid and unpaid labour. As noted by Allen and Sachs (2012, p. 23), there are contradictions within women's positions and experiences in relation to food and food systems: "women perform the majority of food-related work, but they control few resources and hold little decision-making power in the food industry and food policy. And, although women bear responsibility for nourishing others, they often do not adequately nourish themselves." In this week's lecture, we will discuss ways in which oppression operates to prevent women from freely participating in an equitable food system.

'''References'''
* Allen, P., & Sachs, C. (2012). Women and food chains: The gendered politics of food. ''Taking food public: Redefining foodways in a changing world''. Eds. Forson, P. W., & Counihan, C. Routledge. pp. 23-40.
* Brady J., Power, E. Szabo, M. & Gingras, J. (2017). Still Hungry for a Feminist Food Studies. in ''Critical perspectives in food studies'' (Second ed.). Eds. Winson, A., Sumner, J., & Koç, M. Don Mills, Ontario: Oxford University Press. pp. 81-94.

== '''Tutorial Session'''==
In your tutorial session, your group will...
* Finalize your proposal, section by section

== '''Additional Material''' ==
* [Podcast] Ho, S., Janmohamed, Z. & Ramirez, J.D. (2017). Food and Femininity. The Racist Sandwich, Episode 5. http://www.racistsandwich.com/episodes/2016/6/29/e5-food-femininity-with-dr-kate-cairns
* Sachs, C., & Patel-Campillo, A. (2014). Feminist food justice: Crafting a new vision. Feminist Studies, 40(2), 396-410.
A great read to begin a deep dive into gendered politics of food.
* '''NEWS ARTICLE''': [https://impact.vice.com/en_us/article/qvpv4m/gender-equality-is-necessary-for-a-sustainable-fishing-industry Gender Equality is Necessary For a Sustainable Fishing Industry].
Just like any other male-dominated industry, women fishers face discrimination, harassment and other gender-based disparities.

Course:LFS350/Quizzes

2022-08-17T23:11:53Z

WillValley:

== '''Learning Objectives''' ==
Upon completion of the on-line quizzes, successful students will be able to: 

1. Critically analyze connections between food, health, and the environment within a community food security discourse.

* Evaluate the contributions of different food-related academic disciplines to addressing community food security issues
* Integrate disciplinary and systems approaches to understanding community food security issues
* Articulate the principles of Asset-Based Community Development and Food Justice
* Assess the quality of reasoning about a problem, issue or situation
3. Interact professionally with project team members and community stakeholders

* Participate collaboratively as an effective team member, and provide constructive  feedback to peers
* Reflect on and assess personal experiences gained through participating in a collaborative community-based project

== '''Formats''' ==
We use a two-staged quiz format in LFS 350. In a two-stage quiz, students first complete and turn in the quiz individually and then, working in small groups, answer the questions again. During the group part students receive immediate, targeted feedback on their solutions from their fellow students and see alternative approaches to the problems. This makes the quiz itself a valuable learning experience while also providing opportunities to develop collaborative learning skills.

There will be four, in-person individual multiple choice quizzes throughout the term (see Canvas for specific dates). The quizzes are worth 20% of the overall course grade (15% towards individual grades and 5% through results of the team quizzes). At the end of the term, the lowest individual quiz score will be dropped from the total. The questions in the quizzes will help you master key terms and concepts in the course and analyze the logical structure of lectures and readings in the course by focusing on the following:
* Definitions of key concepts and theories
* Articulating purpose and key questions in lectures and readings
* Identifying evidence used to support claims and conclusions in lectures and readings
* Interrogating assumptions and beliefs of authors
* Reflecting on consequences and implications of specific lines of reasoning

Course:LFS350/Participation

2022-08-17T22:33:53Z

WillValley:

== '''Grade Breakdown''' ==
* Lecture Attendance - 5%
* Tutorial Attendance - 5%
* Competencies Self-Assessments - 4%
* Completion of the TCPS 2 Tutorial Course on Research Ethics - 1%
Completion of the following Project Management Documents - 5%
* Team Charter - 1%
* Agreement to Work Together - 1%
* Project Deliverables - 3%

== '''Lecture Attendance''' ==
TAs will record attendance (5 of 6 sessions equals full attendance)

== '''Tutorial Room Attendance + Activity''' ==
TAs will record attendance and rate student participation in tutorial activities based on the following criteria:

'''Does Not Meet Expectations'''

0 - Absent

0.25 – The student is disruptive and distracting; does not arrive prepared; dos not respond well to TA feedback on behaviour in tutorial

0.5 – The student is physically present but mentally elsewhere; doesn’t contribute to conversation; unclear if student is prepared; often distracted through electronic devices

'''Meets Minimum Expectations'''

0.8 – The student is present and paying attention; contributes at least once to class discussion; or participates through hand raising, taking notes, and discussing with group members

'''Exceeds Expectations'''

1.0 – The student arrives prepared for class; participates multiple times in class discussion; contributions are thoughtful and provoke additional comments from others; does not dominate conversation; listens carefully and responds thoughtfully to comments made by others; demonstrates a deep understanding of course material through "Exit Ticket" written submission.

== '''Competencies Self-Assessment''' ==
You will be sent two survey links in the term to conduct a self-assessment on the following competencies:

'''Project Development'''
* I can develop a clear project proposal
* I can identify indicators that allow me to measure progress towards project outcomes
* I can collect information to determine if project outcomes are achieved
* I can keep all stakeholders aware of progress throughout the duration of a project
'''Collaboration'''
* I understand my own social and cultural locations within society, and how these relate to working with others
* I can work with others to achieve a common goal; I do my share.
* I can take on roles and responsibilities in a group.
* I can address conflict when it arises in group work.
* I can give, receive, and integrate feedback
* I can reflect on my own and group performance in order to improve work and learning
'''Equity'''
* I recognize the extent to which socio-cultural structures and values may oppress, marginalize, alienate, or create or enhance privilege and power in the food system
* I understand historical and current systemic inequities (e.g. organizational, institutional, legal and legislative forces) that affect different groups and individuals
* I can use knowledge of the effects of oppression, discrimination, and historical trauma to guide the development of socially just food system projects
'''Collective Action'''
*I can analyze a food system issue and determine how it emerged
*I can identify key stakeholders in a food system issue and the power dynamics among them
*I can identify the possibilities and barriers to achieve collective change in a food system issue
*I can work in a public setting to address a collective need related to the food system
'''Communication'''
* I can verbally present information and ideas to an audience I may not know
* I can communicate complex ideas in writing
* I can communicate professionally over email and phone
* I can use design principles to create a clear and attractive infographic

== '''Public Narrative: Story of Self''' ==
At the beginning of LFS 350, you will be asked to write a 1-2 page Story of Self. The process is useful for helping you articulate and communicate your interests to group members, community partners, and TA.

'''Public Narrative''', developed by long time civil rights activist, community and labour union organizer turned Harvard professor, Marshall Ganz, for the Obama campaign in 2008, has since become a resource for change-making around the world. Narrative, writes Gantz, is the process "through which individuals, communities, and nations make choices, construct identity, and inspire action. It can both instruct and inspire -- teaching us not only how we ought to act but motivating us to act."

Public narrative is different than one's individual story. "Some of us may think our personal stories don't matter," says Gantz. "On the contrary, if we do public work, we have a responsibility to give a public account of ourselves - where we came from, why we do what we do, and where we think we are going."

Public narrative has three parts: "Story of Self", "Story of Us", and "Story of Now".

'''Story of Self'''. Story of Self tells us the key formative experiences which shaped you, "communicating the values that are calling you to act." Story of Self is built around one or two key "choice points", moments of large consequence in your life when you faced a challenge of some kind, made a a choice based on some core values, experienced a consequence, and learned something of basic importance.

'''Story of Us'''. Story of Self overlaps with Story of Us. There are many "us's" - family, community, organization, profession, movement, nation. A Story of Us tells the values of some community, long formed or now forming. It helps define a community, comparing and contrasting with other communities. It is about collective identity. Stories of Us that have depth have founding moments, key choices made, challenges faced, defining experiences, outcomes, and lessons learned.

'''Story of Now'''. Story of Now locates the community in the larger challenges or threats of our time. An example was Martin Luther King's "I Have a Dream" speech on August 28, 1963. It is important to remember that King preceded the dream with a nightmare - the failure of America to make good on the "promissory note". to African Americans. He said the March has "the fierce urgency of now" because this debt could no longer be postponed. In Canada, we have many pressing current issues that frame food system related work, such as the Truth and Reconciliation process with Indigenous communities, the prevalence of food insecurity, and ecological harm associated with industrial agriculture practices.

- ''Adapted with permission from Dennis Donovan, Sabo Center for Democracy and Citizenship, Augsburg University''

== '''TCPS 2 Tutorial Course on Research Ethics''' ==
* Complete the tutorial and upload your certificate to the assignment section in Canvas
* The tutorial can be accessed here: https://tcps2core.ca/register

== '''Group Assessments''' ==
While group work can be rewarding it can also be unequally shared and a source of resentment. You will be required to rate other group members contribution as well as how your group is working together through two on-line evaluation surveys - at the midpoint and end of the course.

The midpoint assessment will provide you with an opportunity to give anonymous, constructive feedback to your group members. The end of term evaluation will '''will be considered by the teaching team when determining the final value of all group work in the course.'''

By completing the assessments, you will have specific criteria to fairly and objectively rate the effectiveness of group members and the group as a whole. Working well in groups is a skill that can be developed over time and these evaluations will help you and your group function efficiently in a collaborative, interdisciplinary setting.

Assessments will be conducted through '''iPeer ('''https://ipeer.elearning.ubc.ca/<nowiki/>)'''. Login with your CWL to complete the assessment.'''

=== Mid Term Peer Feedback ===
To help your team become more effective, give your teammates some anonymous feedback.  Consider such things as:
* ''Preparation''
* ''Contribution''
* ''Gatekeeping''
* ''Flexibility''
* Were they prepared when they came to class?  Did they contribute to the team discussion and work? Did they help others contribute?  Did they listen when disagreements occurred?

These are anonymous, so be honest.
{| class="wikitable"
|1. Team Member Name:

''Things I appreciate about this team member:''

''Things I would like to request of this team member:''

|}

=== End of Term - LFC Series Group Multiplier Criteria ===
Consider the criteria of good group work detailed below to allow you to assess each member in your group.

A score of 100 means that the individual met the expectations of the group. A score below 100 means that the individual did not meet expectations. And, a score between 101-110 indicates that the individual exceeded the expectations for group work this term. For example, if the group received 85% overall on group assignments, here is how the group multiplier would affect an individual's grade:
*Group Multiplier Value of 80 - did not meet expectations - Group Grade Value = 85 x 0.80 = 68%
*Group Multiplier Value of 100 - met expectations - Group Grade Value = 85 x 1.0 = 85%
*Group Multiplier Value of 110 - exceeded expectations - Group Grade Value = 85 x 1.10 = 93.5%

''Rate performance on the following:''

'''Attendance (20)'''

Attending lectures and being present in breakout sessions is critical to high-functioning group work. When each member stays informed and current with course material, instructions and activities, less time is devoted to bringing everyone up to speed, leaving more time free to commit to working on assignments and reports.
* Lectures, Presentations and Discussions (10)
* Group Meetings (10)

'''Communication (30)'''

Effective communication is open and two-way, with discussions that are in-depth with careful listening. When interacting, people are often ‘waiting to speak” rather than listening. Active listening involves paraphrasing or re-stating what has been said in order to verify understanding.
* Contributing to group dialogue (10)
* Active listening (10)
* Non-verbal & Electronic communication (i.e. body language in group setting & prompt replying to emails and other messages) (10)

'''Support & Feedback (40)'''

One of the greatest strengths of collaboration is being exposed to diverse perspectives. It is important to let everyone voice his or her opinion. This will allow differences to be acknowledged and result in sound and fair resolutions being reached through discussion. Constructive feedback is information that calls attention to a problem or potential problem. The key to giving constructive feedback is maintaining a spirit of mutual respect and learning.
* Contribution to group work (20)
* Respectful of others opinions (10)
* Constructive feedback (10)

'''Organization (10)'''

* Punctual & Prepared (i.e. on-time for meetings, presentations, other group activities & readings, work, and research reliably completed) (10)

'''TOTAL: /100 (possibly up to 110)'''

Course:LFS350/Quizzes

2022-08-17T22:27:07Z

WillValley:

== '''Learning Objectives''' ==
Upon completion of the on-line quizzes, successful students will be able to: 

1. Critically analyze connections between food, health, and the environment within a community food security discourse.

* Evaluate the contributions of different food-related academic disciplines to addressing community food security issues
* Integrate disciplinary and systems approaches to understanding community food security issues
* Articulate the principles of Asset-Based Community Development and Food Justice
* Assess the quality of reasoning about a problem, issue or situation
3. Interact professionally with project team members and community stakeholders

* Participate collaboratively as an effective team member, and provide constructive  feedback to peers
* Reflect on and assess personal experiences gained through participating in a collaborative community-based project

== '''Formats''' ==
We use a two-staged quiz format in LFS 350. In a two-stage quiz, students first complete and turn in the exam individually and then, working in small groups, answer the exam questions again. During the group part students receive immediate, targeted feedback on their solutions from their fellow students and see alternative approaches to the problems. This makes the quiz itself a valuable learning experience while also sending a consistent message to the students as to the value of collaborative learning.

There will be four, in-person individual multiple choice quizzes throughout the term (see Canvas for specific dates). The quizzes are worth 20% of the overall course grade (15% towards individual grades and 5% through results of the team quizzes). At the end of the term, the lowest individual quiz score will be dropped from the total. The questions in the quizzes will help you master key terms and concepts in the course and analyze the logical structure of lectures and readings in the course by focusing on the following:
* Definitions of key concepts and theories
* Articulating purpose and key questions in lectures and readings
* Identifying evidence used to support claims and conclusions in lectures and readings
* Interrogating assumptions and beliefs of authors
* Reflecting on consequences and implications of specific lines of reasoning

Course:LFS350/Quizzes

2022-08-17T22:23:40Z

WillValley:

== '''Learning Objectives''' ==
Upon completion of the on-line quizzes, successful students will be able to: 

1. Critically analyze connections between food, health, and the environment within a community food security discourse.

* Evaluate the contributions of different food-related academic disciplines to addressing community food security issues
* Integrate disciplinary and systems approaches to understanding community food security issues
* Articulate the principles of Asset-Based Community Development and Food Justice
* Assess the quality of reasoning about a problem, issue or situation
3. Interact professionally with project team members and community stakeholders

* Participate collaboratively as an effective team member, and provide constructive  feedback to peers
* Reflect on and assess personal experiences gained through participating in a collaborative community-based project

== '''Formats''' ==
We use a two-staged quiz format in LFS 350. In a two-stage quiz, students first complete and turn in the exam individually and then, working in small groups, answer the exam questions again. During the group part students receive immediate, targeted feedback on their solutions from their fellow students and see alternative approaches to the problems. This makes the quiz itself a valuable learning experience while also sending a consistent message to the students as to the value of collaborative learning.

There will be four, in-person individual multiple choice quizzes throughout the term (see Canvas for specific dates). The quizzes are worth 20% of the overall course grade (15% towards individual grades and 5% through results of the team quizzes). The questions in the quizzes will help you master key terms and concepts in the course and analyze the logical structure of lectures, readings, videos, podcasts, and other resources used in the course by focusing on the following:
* Definitions of key concepts and theories
* Articulating purpose and key questions in readings and resources
* Identifying information and evidence used to support claims and conclusions
* Interrogating assumptions and beliefs of authors
* Reflecting on consequences and implications of specific lines of reason

Course:LFS350/Assignments Overview

2022-08-17T22:15:54Z

WillValley:

{| class="wikitable" border="1"
|-
! Assignment
! Group/Individual
! Percentage of Grade
|-
|-
|-
|Scholarly Reflective Essay / Video / Audio Recording
|Individual
|15
|-
|Public Narrative: Story of Self
|Individual
|3
|-
|Accomplishment Statement
|Individual
|2
|-
|Individual Quizzes
|Individual
|15
|-
|Proposal Feedback
|Individual
|5
|-
|Group Quizzes
|Group
|5
|-
| Project Proposal Report
| Group
| 10
|-
|Project Proposal Presentation
|Group
|5
|-
| Project Infographic or Zine
| Group
| 10
|-
|Final Presentation
|Group
|10
|-
| Project Management Documents
* Agreement to Work Together
* Team Charter
* Deliverables Plan
| Group
| 5
|-
| Participation
* Competencies Self-Assessments (2)
* Lecture Attendance
* Tutorial Participation
* TCPS 2 Tutorial Course on Research Ethics
* Group Multiplier
| Individual
| 15
|-
|}

Course:LFS350/Assignments Overview

2022-08-17T22:08:58Z

WillValley:

{| class="wikitable" border="1"
|-
! Assignment
! Group/Individual
! Percentage of Grade
|-
|-
|-
|Scholarly Reflective Essay / Video / Audio Recording
|Individual
|15
|-
|Public Narrative: Story of Self
|Individual
|3
|-
|Accomplishment Statement
|Individual
|2
|-
|Individual Quizzes
|Individual
|10
|-
|Proposal Feedback
|Individual
|5
|-
|Group Quizzes
|Group
|10
|-
| Project Proposal Report
| Group
| 10
|-
|Project Proposal Presentation
|Group
|5
|-
| Project Infographic or Zine
| Group
| 10
|-
|Final Presentation
|Group
|10
|-
| Project Management Documents
* Agreement to Work Together
* Team Charter
* Deliverables Plan
| Group
| 5
|-
| Participation
* Competencies Self-Assessments (2)
* Lecture Attendance
* Tutorial Participation
* TCPS 2 Tutorial Course on Research Ethics
* Group Multiplier
| Individual
| 15
|-
|}

Course:LFS350/Teaching Team

2022-08-17T22:04:10Z

WillValley: /* Teaching Assistants */

=='''Teaching Assistants'''==
{| class="wikitable"
|Hafsa Ahmed
|[a]
|-
|Lindsay Goodridge
|[a]
|-
|Stephanie Lin
|stephanie.lin[a]ubc.ca
|}

== Community Relations Coordinator ==

Stephanie Lim

* stephanie.lim[a]ubc.ca

Course:Course:LFS350/Projects/W2022/SAEA

2022-01-13T20:55:24Z

WillValley:

== '''Overview''' ==

=== Project Title ===
Deepening student-based networks across North America

=== Organization Name ===
[https://sustainableaged.org/ Sustainable Agriculture Education Association]

== '''Organization Information''' ==

=== Organization Name ===
[https://sustainableaged.org/ Sustainable Agriculture Education Association]

=== Mission and Vision of Organization ===
The Sustainable Agriculture Education Association (SAEA) promotes and supports the development, application, research, and exchange of best teaching and learning practices in sustainable agriculture education and curricula through communication, training, development, and collaborative activities for teachers and learners. The Association is organized exclusively for education purposes within the meaning of Section 501(c)(3) of the Internal Revenue Code.

The goals of the Association are as follows: Promote and advocate the establishment of sustainable agriculture education programs. Promote the collaborative development and exchange of curricula, best educational and experiential learning practices, and research related to the teaching and learning of sustainable agriculture. Provide public forums for addressing issues in sustainable agriculture education teaching and learning. Serve as a vibrant network for individuals and organizations involved in sustainable agriculture education. Engage in activities to aid the professional development of sustainable agriculture educators and students. Serve as an advocate for sustainable agriculture in other contexts and in collaboration with other organizations relevant to sustainable agriculture education. Obtain public and private funds to collaboratively develop and exchange sustainable agriculture education and curricula at all educational levels and with the general public. Attract talented, bright individuals to teach and work in the field of sustainable agriculture. Contribute to the growth of sustainable agriculture in the U.S. and abroad (within grassroots and educational institutions, farms, businesses, etc.).

=== Guiding Principles + Values ===

*

=== Contact Information ===

* Primary Contact Person(s): Colin Dring (he/him)
* Email: ccdring@gmail.com
* Phone: N/A
* Address:
* Website: [https://sustainableaged.org/][https://ediblegardenproject.com/2021site/ Sustainable Agriculture Education Association]

=== Preferred Method of Contact ===

* Best method(s) to contact: Email
* Best day(s) to contact: Mondays, Wednesdays, Thursdays, Fridays, Saturdays
* Best time(s) to contact: Afternoon

=== Preferred Platform(s) for Remote Collaboration ===

* In person
* Email
* Zoom

== '''Project Description''' ==

=== Context: What challenge or issue does the project aim to address? ===
Sustainable food system education programs are increasingly being offered across post-secondary institutions in Canada and the USA. Par of SAEA's mandate is to connect stakeholders involved these programs and facilitate networking, learning and showcase the similarities and unique attributes of programs, peoples and places involved. The ease and familiarity of on-line collaboration tools provides a low-barrier opportunity to connect undergraduate students within these programs so that they can learn more about the work, scholarship and extra-curricular activities of their peers, allowing us all to develop a deeper understanding of how we are collectively working towards developing more just, healthy and sustainable food systems.
*

=== Main Project Activities and Deliverables ===

* Connect with groups of undergraduate students at 3-4 food system education programs across North America (contact info will be provided)
* Develop a set of interview questions to ask each group, focusing on their experiences, activities, and future goals related to their degree programs
* Coordinate interviews
* Create a series of blog posts that highlight their programs, the issues that matter most in the region, and show case student work

*

=== Student Assets and Skills (preferred or required) ===
Curiosity and excitement to meet peers in North America, open to all skills sets common to undergraduate
*

=== Are there any mandatory attendance dates (e.g. special event)? ===

*

=== Will the project take place online, in person, or a combination? ===

* Online

=== Is a criminal record search (CRS) required? ===

* No

=== Related Community Service Opportunities for Students ===

*

== '''Required Reading''' ==

=== Project/Partner Orientation Materials ===
Students should review these materials prior to the first partner meeting:

*

=== Additional Project/Partner Orientation Materials ===
The following will be provided at the first community partner meeting:

*

== '''Expected Outcomes''' ==

=== Intended Short-term Project Outcome ===

*

=== Learning Outcomes ===
''Through this project, I think students will learn about...''

*

''By working on this project, I think students will develop skills and/or awareness of...''

*

''By the end of the project, I believe students will come to appreciate...''

*

Course:LFS350/Week 06 Fall 2016

2022-01-11T19:54:06Z

WillValley:

== '''Overview''' ==
* The objectives of the flexible learning sessions are to provide students with time to engage with their community-based project and be exposed to different perspectives on the theories and concepts explored in class.
* The first hour of this session will be devoted to presenting and discussing your project proposal to your community partner and members of the teaching team
** See [https://lfs350.landfood.ubc.ca/assignments/proposal-presentation-2/ Project Presentation] for further details

== '''Objectives''' ==
After completing this session, you should be able to:

* Begin implementing your project activities with substantive feedback on your proposal from multiple sources
* Explain why diverse teams are more likely to solve complex problems
* Define Cognitive Diversity and Psychological Safety and explain how they contribute to high achieving groups
* Consider how behavior, identity and action is shaped by and shapes an individual's efforts to engage in positive change in the food system.

== '''Required Readings and Resources''' ==
This week, our flexible learning content focuses on recognizing the value and benefits of diversity when addressing complex issues. As transdisciplinary collaboration becomes increasingly common (and necessary - see [http://lfs350.landfood.ubc.ca/session-notes/session-1-term-1/ Session 1 readings]) in food system scholarship and practice, it is important to be able to explain why and how diversity makes us collectively smarter and better at problem-solving. However, just having diverse team membership is not sufficient. It is important to be aware of the impact of identity, social location, and patterns of implicit bias that play a role in creating a psychologically safe space for everyone to collaborate in a meaningful way. I suggest engaging with the material below in the order they are listed. We will return to the idea of diversity as it relates to working in contexts of uncertainty in the [http://lfs350.landfood.ubc.ca/session-notes/session-7-flexible-learning-reading-week/ 3rd Flexible Learning session] .
* PODCAST - Vogt and Goldman (2016). [https://gimletmedia.com/episode/52-raising-the-bar/ Raising the Bar]. Gimlet Media. [Podcast]. Begin at 12mins.
* Phillips, K. W. (2014). How Diversity Makes Us Smarter. Retrieved August 24, 2016, from http://www.scientificamerican.com/article/how-diversity-makes-us-smarter/
* Reynolds, A. and Lewis, D. (2018). The Two Traits of the Best Problem-Solving Teams. Harvard Business Review. Retrieved August 22, 2018 from https://hbr.org/2018/04/the-two-traits-of-the-best-problem-solving-teams
* Payne, K., Niemi, L., and Doris, J.M. (2018). How to Think about Implicit Bias. Scientific American. Retrieved on September 2, 2018 from https://www.scientificamerican.com/article/how-to-think-about-implicit-bias/

* MODULE: [http://www.memphis.edu/ess/module2/index.php Power + Privilege]. Engaged Scholarship. University of Memphis. (You do not need to complete the quiz at the end of the module)

Course:LFS350/Teaching Team

2022-01-11T19:50:36Z

WillValley:

=='''Teaching Assistants'''==
{| class="wikitable"
|Rose Wu
|ruoqingw[a]student.ubc.ca
|-
|Kat Roger
|katroger[a]student.ubc.ca
|-
|Wilson Mendes
|wmendes[a]mail.ubc.ca
|-
|Daniel Sax
|dlsax[a]mail.ubc.ca
|-
|Rhonda Thygesen
|rthyg[a]student.ubc.ca
|}

== Community Relations Coordinator ==

Stephanie Lim

* stephanie.lim[a]ubc.ca

Course:LFS350/Teaching Team

2022-01-11T19:49:49Z

WillValley: /* Community Relations Coordinator */

=='''Teaching Assistants'''==
{| class="wikitable"
|Rose Wu
|ruoqingw[a]student.ubc.ca
|-
|Kat Roger
|katroger[a]student.ubc.ca
|-
|Wilson Mendes
|wmendes[a]mail.ubc.ca
|-
|Daniel Sax
|dlsax[a]mail.ubc.ca
|-
|Rhonda Thygesien
|rthyg[a]student.ubc.ca
|}

== Community Relations Coordinator ==

Stephanie Lim

* stephanie.lim[a]ubc.ca

Course:LFS350/Teaching Team

2022-01-11T19:49:30Z

WillValley: /* Teaching Assistants */

=='''Teaching Assistants'''==
{| class="wikitable"
|Rose Wu
|ruoqingw[a]student.ubc.ca
|-
|Kat Roger
|katroger[a]student.ubc.ca
|-
|Wilson Mendes
|wmendes[a]mail.ubc.ca
|-
|Daniel Sax
|dlsax[a]mail.ubc.ca
|-
|Rhonda Thygesien
|rthyg[a]student.ubc.ca
|}

== Community Relations Coordinator ==

Stephanie Lim

Stephanie.lim[a]ubc.ca

Course:LFS350/Proposal Feedback

2022-01-11T19:44:45Z

WillValley: Created page with " == '''Overview''' == * 5% of Final Mark * The best proposals are those that have been reviewed by many different perspectives. And in your future role as professional in the..."

== '''Overview''' ==

* 5% of Final Mark
* The best proposals are those that have been reviewed by many different perspectives. And in your future role as professional in the food system, you are likely to be asked to both submit and review many proposals. To support your capacity to provide critical, constructive and evidence-based feedback on proposals, each student will be responsible for providing feedback on a different group's proposal.

== '''Learning Objectives''' ==
1. Critically analyze connections between food, health, and the environment within food security discourse.

* Evaluate the contributions of different food-related academic disciplines to addressing food security issues
* Integrate disciplinary and systems approaches to understanding food security issues

2. Propose, implement and evaluate a community-based food systems project with an interdisciplinary team.

* Articulate community values and objectives within broader food system theories
* Evaluate project outcomes to demonstrate effectiveness of collective actions

3. Interact professionally with project team members and community stakeholders

* Develop and disseminate knowledge that is useful to key stakeholders through oral and written communication
* Identify and integrate personal, group, and community values and objectives
* Participate collaboratively as an effective team member, and provide constructive  feedback to peers

== '''Instructions''' ==
Step 1: Each group will upload their proposal to a distinct Canvas discussion page.

Step 2: Each student is assigned one proposal to review and provide feedback through a Canvas discussion thread.

Feedback will follow the SIR Method:

'''Strength''' - highlight and articulate areas of the proposal that you found clear, informative, insightful, and well-supported.

'''Improvement''' - indicate areas of the proposal that you found unclear, confusing, or need (better) evidence to support the claims being made; consider the overall coherency of the proposal; are there ideas or sections that do not connect with the stated objectives of the proposal?

'''Remedy''' - suggest ways to improve the overall quality, clarity and coherence of the proposal; if you are familiar with the topic area, you could suggest peer-reviewed articles or other resources that may be useful

We suggest you use bullet points under each section heading above, and aim for 150-200 words per section.

Course:LFS350/Proposal Presentation

2022-01-11T19:38:06Z

WillValley:

== '''Overview''' ==
* 5% of Final Mark
* Each group will submit a 5 minute pre-recorded video to present with an additional 5 minutes for questions.
* The video structure highlights key sections of your Project Proposal.
* Each member of the team is required to participate in the planning, development, and Q&A of the presentation. Not all group members need to be in the video.

Overall objective of the proposal report
* To provide a means for your community partner and the teaching team to provide feedback on the design of your project

== '''Learning Objectives''' ==
1. Critically analyze connections between food, health, and the environment within food security discourse.

* Evaluate the contributions of different food-related academic disciplines to addressing food security issues
* Integrate disciplinary and systems approaches to understanding food security issues

2. Propose, implement and evaluate a community-based food systems project with an interdisciplinary team.

* Articulate community values and objectives within broader food system theories
* Apply the principles of Asset-Based Community Development to address a community food security issue
* Propose a course of action to address a community food security issue

3. Interact professionally with project team members and community stakeholders
* Develop and disseminate knowledge that is useful to key stakeholders through oral communication

== '''Instructions''' ==
* The video should follow the guidelines of the proposal within the time allotted.
Upload a 5min video highlighting the fundamentals of your proposal (see suggested structure below (Background + Significance, OMF, Evaluation Plan)).

'''Background + Significance'''

* Partnership - with whom are you working? What type of organization are they? What is the organization's mission? What is the scope and scale of their food-related activities?
* What the issue that you have been asked to address through your project (remember to use asset-based language)?
* How does your project relate to the dimensions of Hamm and Bellows (2003) definition of community food security?
* Why does this issue matter, broadly?
* What have others done in this area? How is you project similar and/or different?

'''Outcome Measurement Framework (OMF)'''

* State your projects short term outcome and briefly explain how it connects to intermediate and long term outcomes of the organization you are working with
* Walk us through your OMF. Briefly describe the activities you will implement to reach your short-term outcome?
* What are the main outputs associated with each activity?

'''Evaluation Plan'''

* What indicators will you assess to determine if your activities are leading towards reaching your short-term outcome?

Course:LFS350/Assignments Overview

2022-01-11T19:30:28Z

WillValley:

{| class="wikitable" border="1"
|-
! Assignment
! Group/Individual
! Percentage of Grade
|-
|-
|-
|Scholarly Reflective Essay / Video / Audio
|Individual
|20
|-
|Public Narrative: Story of Self
|Individual
|3
|-
|Accomplishment Statements
|Individual
|2
|-
|Proposal Feedback
|Individual
|5
|-
| Project Proposal Report
| Group
| 15
|-
|Project Proposal Presentation
|Group
|5
|-
| Project Infographic or Zine
| Group
| 20
|-
|Final Presentation
|Group
|10
|-
| Project Management Documents
* Agreement to Work Together
* Team Charter
* Deliverables Plan
| Group
| 5
|-
| Participation
* Competencies Self-Assessments (2)
* Lecture Attendance
* Tutorial Participation
* TCPS 2 Tutorial Course on Research Ethics
* Group Multiplier
| Individual
| 15
|-
|}

Course:LFS350/Final Project Presentation Infographic

2022-01-10T07:16:04Z

WillValley: /* Overview */

== '''Overview''' ==
* 30% of Final Mark
* Infographics and zines will be printed and displayed in a public setting
* Similar to an academic poster presentation, group members will be responsible for engaging audience members in a discussion about their project, mediated through the project infographic or zine.
* Groups will be assessed on the quality of their infographic or zine as well as their presentation style during the public session

== '''Learning Objectives''' ==
# Understand the purposes of, and potential uses for, infographics and/or zines
# Cultivate creative visual + oral communication skills
# Disseminate the key findings and implications of your community-based project to diverse audiences

== '''Instructions''' ==
* Visit this site for tips on how to prepare and present in an academic poster presentation format https://nau.edu/undergraduate-research/poster-presentation-tips/

=== Infographic and Zine ===
* Refer to detailed instructions in Session Notes on Developing Infographics and Zines
* Create an infographic or zine that represents a summary of your community-based project in a visually engaging way, focusing on the following:
# Our Partnership
# The Issue
# Why It Matters
# Our Approach
# What We Found
# Next Steps

* '''Don't re-invent the wheel!''' Note that this follows the same format as your proposal, plus findings and discussion. This is an opportunity to integrate feedback from your TA/instructor/community partner and revise and refine your key learnings...it's all connected!

=== Presentation ===
* All infographic posters and zines will be printed, posted, and made available in the AMS Nest.
* Community partners, faculty members, and the general public will be encouraged to circulate, review your posters or zines and ask questions.
* Your TA and another individual will assess your infographic or zine and presentation
* 2 group members will be expected to be present at all times to engage with individuals as they approach your poster or zine.
* Prepare an '''Elevator Pitch''' (2-3mins summary of your project) and prepare to go into further detail about your project specifics.
* Visit this site for tips on how to prepare and present your '''Elevator Pitch''' http://www.nature.com/naturejobs/science/articles/10.1038/nj7435-137a
* Be proactive! Don't wait for individuals to talk to you.
* Posters are stationary, but zines can travel! If your group made a zine, walk around and start a conversation with folks in the space. Use your zine to break the ice: "Hey, do you want to learn more about [insert project topic]? Check out our zine..."
* Practice, practice, practice.

Course:LFS350/Assignments Overview

2022-01-10T07:13:49Z

WillValley: /* Assignments */

{| class="wikitable" border="1"
|-
! Assignment
! Group/Individual
! Percentage of Grade
|-
|-
|-
|Scholarly Reflective Essay/ Video / Audio
|Individual
|25
|-
|Public Narrative: Story of Self
|Individual
|3
|-
|Accomplishment Statements
|Individual
|2
|-
| Project Proposal Report
| Group
| 20
|-
| Project Infographic or Zine
| Group
| 20
|-
|Final Presentation
|Group
|10
|-
| Project Management Documents
* Agreement to Work Together
* Team Charter
* Deliverables Plan
| Group
| 5
|-
| Participation
* Competencies Self-Assessments (2)
* Lecture Attendance
* Tutorial Participation (6 entries)
* TCPS 2 Tutorial Course on Research Ethics
* Group Multiplier
| Individual
| 15
|-
|}

Course:LFS350/Assignments Overview

2022-01-10T07:12:08Z

WillValley: /* Term 1 Assignments */

== '''Assignments''' ==
{| class="wikitable" border="1"
|-
! Assignment
! Group/Individual
! Percentage of Grade
|-
|-
|-
|Scholarly Reflective Essay/ Video / Audio
|Individual
|25
|-
|Public Narrative: Story of Self
|Individual
|3
|-
|Accomplishment Statements
|Individual
|2
|-
| Project Proposal Report
| Group
| 20
|-
| Project Infographic or Zine
* Draft
* Final Version
| Group
| 20
|-
|Final Presentation
|Group
|10
|-
| Project Management Documents
* Agreement to Work Together
* Team Charter
* Deliverables Plan
| Group
| 5
|-
| Participation
* Competencies Self-Assessments (2)
* Lecture Attendance
* Tutorial Participation (6 entries)
* TCPS 2 Tutorial Course on Research Ethics
* Group Multiplier
| Individual
| 15
|-
|}
*

Course:LFS250/Policy Academic Conduct

2021-11-02T13:28:11Z

WillValley:

== '''Community of Learners''' ==
In the LFC series, we believe that all participants in the course - students, teaching assistants, instructors, guest lecturers, and community partners - bring a unique perspective that helps illuminate a particular aspect of complex food system issues. In our courses, we refer to ourselves as a '''Community of Learners''', and as such, strive to create a respectful and safe learning environment that promotes inclusion and encourages dialogue. Without diminishing the responsibilities of each participant, establishing a culture of a community of learners is a central approach to addressing the belief that certain participants have more or less to contribute. Instructors, TAs, guest lecturers, and community partners are positioned as having expertise in their field rather than being the authority on a certain topic. Students are expected to actively engage with concepts and critically evaluate the multiple sources of information presented throughout the course. We are fortunate to have students from different cultures from all over the world with prior knowledge, beliefs, experiences, and interests related to the food system. By participating in respectful dialogue and collaboration within our community of learners, we will all emerge with an enhanced understanding of course concepts.
=='''A note on Plagiarism'''==
Plagiarism is a serious offence that can result in expulsion. Please ensure that you understand what qualifies as plagiarism before you hand in your paper. Never use another author’s ideas or phrasing without indicating a source, and use quotation marks when quoting. Please refer to the following website for [http://learningcommons.ubc.ca/guide-to-academic-integrity/ UBC Guide to Academic Integrity]. We will be using Turnitin for most written assignments in this course.

=='''A note on Late Penalties'''==
Our general policy is to deduct 10% per day for late assignment submissions. Exceptions may be made for prior arrangements for a late submission made with your TA (at least 48 hours advance notice required), or illness.

== '''Turn It In''' ==
In this course you will be required to submit most material in electronic form. You will be asked to submit some electronic material to a service to which UBC subscribes, called TurnItIn. This is a service that checks textual material for originality. It is increasingly used in North American universities. A page describing TurnItIn and the University’s reasons for using [http://vpacademic.ubc.ca/academic-integrity/turnitin-faqs/ can be accessed here].

Course:LFS350/Policy Academic Conduct

2021-11-02T13:24:57Z

WillValley:

== '''Community of Learners''' ==
In the LFC series, we believe that all participants in the course - students, teaching assistants, instructors, guest lecturers, and community partners - bring a unique perspective that helps illuminate a particular aspect of complex food system issues. In our courses, we refer to ourselves as a '''Community of Learners''', and as such, strive to create a respectful and safe learning environment that promotes inclusion and encourages dialogue. Without diminishing the responsibilities of each participant, establishing a culture of a community of learners is a central approach to addressing the belief that certain participants have more or less to contribute. Instructors, TAs, guest lecturers, and community partners are positioned as having expertise in their field rather than being the authority on a certain topic. Students are expected to actively engage with concepts and critically evaluate the multiple sources of information presented throughout the course. We are fortunate to have students from different cultures from all over the world with prior knowledge, beliefs, experiences, and interests related to the food system. By participating in respectful dialogue and collaboration within our community of learners, we will all emerge with an enhanced understanding of course concepts.

=='''Plagiarism'''==
Plagiarism is a serious offense that can result in expulsion. Please ensure that you understand what qualifies as plagiarism before you hand in your paper. Never use another author’s ideas or phrasing without indicating a source, and use quotation marks when quoting. Please refer to the following website for [http://learningcommons.ubc.ca/guide-to-academic-integrity/ UBC Guide to Academic Integrity]. We will be using Turnitin for most written assignments in this course.

=='''Late Penalties'''==
Our general policy is to deduct 10% per day for late assignment submissions. Exceptions may be made for prior arrangements for a late submission made with your TA (at least 48 hours advance notice required), or illness.

== '''Turn It In''' ==
In this course you will be required to submit most material in electronic form. You will be asked to submit some electronic material to a service to which UBC subscribes, called TurnItIn. This is a service that checks textual material for originality. It is increasingly used in North American universities. A page describing TurnItIn and the University’s reasons for using [http://vpacademic.ubc.ca/academic-integrity/turnitin-faqs/ can be accessed here].