Developing-A-CurriculUM (DACUM) Workshop Report

Transcription

1 Developing-A-CurriculUM (DACUM) Workshop Report on Sustainable Small Farm Agriculture Enterprises November 30, 2012 Workshop Conducted By: Sustainable Agriculture Education (SAgE) Collaborative Contributing Collaborative Partners: Skagit Valley College National Science Foundation This material is based upon work supported by the National Science Foundation under Award No Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

2 AGENDA Focus Question: What is the expected work profile of a typical Sustainable Small Farm Agriculture Enterprise and what knowledge, skills, and attributes are required to do this work? 8:30AM 9:00AM Welcome - Laura Cailloux, Skagit Valley College Dean, and Claus Svendsen, Skagit Valley College Faculty Overview of the Sustainable Agriculture Education (SAgE) Collaborative - Jason Niebler, Edmonds CC Faculty Introduction by the participant panel Introduction to the Developing-A-CurriculUM (DACUM) process and Agenda - Dave Cunningham, Facilitator Workshop Phase I Mapping the work profile of a typical Sustainable Small Farm Agriculture Enterprise Break Finalizing the work profile Noon 1:15PM Lunch Refining the work profile and component tasks Prioritizing the component tasks Break Workshop Phase II Mapping the Knowledge, Skills, and Attributes (KSAs) required of those working for a Sustainable Small Farm Agriculture Enterprise Break Finalizing the KSAs Wrap-up discussion 4:30PM Adjourn PARTICIPANTS Joe Bennet - Consultant, Pacific Organics Inc. Dave Boehnlein - Education Director, Bullocks Permaculture Homestead Steve Crider - Liaison, Government and Industry Relations Dept. at Amy s Kitchen Chris Elder - Farm Manager, Viva Farms Ben Goe - Manager, Produce Dept. at Skagit Valley Food Co-op Jim Meyer - General Manager, Cascadian Farm Anza Muenchow - Owner, Maha Farm Kai Ottesen - FarmManager, Hedlin, Farms Page 2 of 12

3 Jules Riske - Manager, Variety Trails and Research Development Dept. at Osborne Seed Co. Sarita Schaffer - Director, Viva Farms; Ag. Educator, WA State University Skagit Co. Extension Anne Schwartz - Owner, Blue Heron Farm; Executive Committee, Tilth Producers of WA Tim Terpstra - Manager, Organic Vegetable Sales Dept. at Ralph s Greenhouse Facilitator and Community College and University Faculty Observers Martha Aitken - Senior Associate, WA State University King Co. Extension Laura Cailloux - Dean, Workforce Education at Skagit Valley College Dave Cunningham - DACUM Facilitator, Cunningham Enterprises Brad Gaolach - Director, WA State University King and Pierce Co. Extension Tim Hohn - Faculty, Dept. of Horticulture at Edmonds CC Jason Niebler - Founder and Director, SAgE; Faculty, Dept. of Horticulture at Edmonds CC Grace Sparks - Faculty, Dept. of Biology at Seattle Central CC Claus Svendsen - Faculty, Dept. of Environmental Conservation at Skagit Valley College INTRODUCTION The Sustainable Agriculture Education (SAgE) Collaborative is led by Edmonds Community College (EdCC) in partnership with Skagit Valley College (SVC), Seattle Central Community College (SCCC), and Washington State University (WSU). The genesis of the SAgE Collaborative stems from an understanding of the imperative action that we as a global society must take to steward our local ecosystems and natural resources in concert with securing the basic food needs of our growing and urbanizing populations, and the recognition that community colleges, and education institutions in general, play a pivotal role in the advancement of such action. The mission of the SAgE Collaborative, therefore, is to address the coupled environmental and ecological processes and socioeconomic, political, and cultural complexities related to sustainable food systems within and beyond the Puget Sound bioregion through innovative education, collaborative research, and community partnerships. In August 2012, the SAgE Collaborative was awarded a $900,000, three-year project grant from the National Science Foundation Advanced Technological Education program (DUE ). The project goal is to increase the number of sustainable urban and small farm agriculture specialists who have the education and training to meet current and projected workforce demand in the Puget Sound bioregion and farther afield. As an initial step toward the attainment of this goal, the SAgE Collaborative conducted two conceptual Developing-A-CurriculUM (DACUM) workshops with subject matter expert participants who represent diverse enterprises within sustainable urban and small farm agriculture sectors. A conceptual DACUM is intended to conceptualize the work profile and knowledge, skills, and attributes (KSAs) associated with an emerging occupation, such as a sustainable urban or small farm agriculture specialist. Given its proximity to rural farmland, the SVC workshop focused on the small farm context, the results of which will be used to guide the development of a new SAgE curriculum within the Department of Environmental Conservation. Page 3 of 12

4 RESULTS Emergent Sustainable Small Farm Agriculture Enterprise examples in Skagit County, WA: Utilizing small-scale, low-tech, and low-carbon footprint equipment, materials, and supplies Designing integrated farm systems (e.g. free-range animals consume residuals and fertilize fields) Growing diverse crops and/or raising farm animals for one to 25 acre small-scale operations Adopting value-driven integrated and diverse production practices to enter niche markets Developing single-farm to multi-farm Community Supported Agriculture (CSA) programs Creating and fortifying small farm community partnerships based on a common value system Establishing financial and policy mechanisms that support small farm development and viability Mentoring young farmers committed to eco-socio-economically sound agriculture practices Attributes required for working in Sustainable Small Farm Agriculture Enterprises (examples): Analytical and Practical - Thinks holistically and in terms of systems - Demonstrates Jack-ofall-trades abilities - Follows-through on project development - Remains calm under pressure and patient with ambiguity - Solves problems creatively - Empathizes with colleagues and customers Ethical and Effective Bold and Resourceful Communicative and Responsive - Shows up on time - Conceptualizes and - Listens and responds - Follows-through on expresses clearly sound well, having exemplary commitments to ideas and a vision people skills employees and - Focuses on productive - Maintains good rapport customers and successful outcomes with colleagues and - Pays attention to detail - Evaluates and takes risk customers and timely completion of and is a life-long learner - Collaborates with projects - Works independently colleagues in the pursuit - Makes difficult and is self-motivated of a common goal decisions with - Exhibits a passion for - Displays charismatic confidence the small farm behavior and is - Understands the value philosophy and extroverted, often of business reputation community leading by example Page 4 of 12

5 Work Profile for typical Sustainable Small Farm Agriculture Enterprises: Main Work Functions Whole Farm Planning A Production Management B Marketing & Distribution C Business Administration D Post-Harvest Handling E Ag-Culture Development F Designing a farm site and plan A1 Implementing zero-waste practices A2 Harvesting B1 Finding and developing markets C1 Managing people (e.g. communications, delegation) D1 Sorting and grading produce E1 Building healthy communities (e.g. networks, local economies, multiplier effects) F6 Planning the integration of wild and cultivated plants A3 Integrating wild and cultivated plants A4 Saving seeds B2 Merchandizing (e.g. displaying produce/products) C2 Keeping records (e.g. seed sources, germination, yield, materials) D2 Managing storage and refrigeration E2 Identifying appropriate support resources F1 Challenging and Common Tasks Purple = most challenging and also most common tasks; Brown = most challenging tasks; Blue = most common tasks Designing and selecting appropriate equipment A5 Planning for climatic events (e.g. floods, drought, fire) A6 Irrigating (e.g. operating, optimizing, repairing, maintaining) B3 Pricing and negotiating pricing C3 Enterprise planning D3 Producing valueadded products E3 Working for the triple bottom line (i.e. people, place, profit) F2 Planning for crop production A7 Planning for short and longterm fertility A8 Incorporating a comprehensive soil building program B4 Crop forecasting (e.g. anticipation, communication) C4 Assessing and analyzing profitability D4 Slaughtering and packaging meat E4 Applying proper body mechanics F3 Buying and maintaining equipment A9 Planning for cultivation A10 Experimenting with and developing breeds B5 Developing public relations and branding C5 Hiring, training, and firing (common human resource practices) D5 Organizing products for diverse markets E5 Building the local skills bank F4 Maintaining food safety regulations A11 Managing weeds, pests, and disease B6 Developing strategies for diverse markets C6 Managing finances (e.g. loans, leases, accounts, taxes) D6 Packing and packaging products E6 Fostering a positive rural life-style ethic F5 Producing marketable crops (e.g. selection, fertilizer, pest and disease management, irrigation) A12 Managing animals (i.e. animal husbandry) B7 Developing marketing materials C7 Supporting forward motion of a task D7 Organizing and restocking supplies E7 Planning for pests (e.g. prevention, responding, monitoring) A13 Operating and maintaining tools and equipment B8 Performing market research C8 Time management and tracking labor efficiency D8 Navigating the planning process (e.g. codes, zoning, permitting, licensing) A14 Managing the crop cycle (e.g. timing/rotation, cover crops, soil tests,) B9 Disseminating materials C9 Planning for ecological integrity of the whole farm A15 Planning the planting schedule A16 Pruning and maintaining perennials B10 Providing customer service C10 Propagating plants B11 Developing a distribution network C11 Producing crops (field work of all kinds) B12 Researching direct marketing standards C12 Page 5 of 12

6 Knowledge required for working in Sustainable Small Farm Agriculture Enterprises: Most critical knowledge Agricultural Production A Applied mechanics A1 Standard irrigation systems A2 Common season extension practices A3 Weed management approaches A4 Standard humane practices A5 Common farm equipment and application A6 Biology B Plant nutrient management B1 Soil science and hydrology B2 Ecology and agro-ecology B3 Horticulture fundamentals B4 Animal husbandry B5 Plant pathology B6 Greenhouse science (e.g. control mechanisms, fertility, irrigation) B7 Entomology basics B8 Crop cultural requirements B9 Marketing C Farm production and products (e.g. diversity, storage, flavor, nutrition) C1 Inventory management rotation C2 End-user needs C3 Business basics (e.g. cash flow) C4 Industry quality standards C5 Branding concepts (e.g. naming process, narrative, consistency) C6 Market supply and demand C7 Production cost calculations C8 Space dynamics or traffic flow (e.g. farmers market, road-side stand) C9 Visual impact of marketing C10 Consumer behavior analysis C11 Systems Thinking D Historical agriculture systems (e.g. global cultural perspectives, sustainability concept) D1 Farm opportunities and constraints D2 Employee professional development D3 Farm strengths and capabilities D4 Permaculture design basics D5 Northwest small farm enterprise management D6 Employees strengths and weaknesses D7 Farm management prioritization D8 Rules & Regulations E Legal aspects of farming E1 Standard food handling practices and food safety E2 Agricultural history E3 USDA grading standards E4 Agricultural policy (state and federal) E5 Page 6 of 12

7 Skills required for working in Sustainable Small Farm Agriculture Enterprises: Most critical and challenging skills Bio-Physical A Technical B Interpersonal C Baseline Technical D Information Systems E Landscape Literacy F Testing and interpreting soil and tissue samples A1 Practicing basic horticulture A2 Harvesting crops A3 Handling and managing animals A4 Maintaining focus on tasks A5 Sampling soil, water, insects, and tissue A6 Practicing basic plumbing (e.g. irrigation pumps) B1 Repairing and maintaining large diesel engines B2 Repairing and maintaining hand tools and small engines B3 Installing and maintaining power to motors and pumps B4 Welding basic repairs B5 Building wooden structures B6 Communicating effectively (e.g. delegating work) C1 Actively listening and receiving feedback C2 Instructing others C3 Providing leadership C4 Speaking bi-lingual (e.g. Spanish) C5 Managing public relations C6 Communicating critical and/or technical info to customers C7 Closing sales deals successfully C8 Managing diverse workers C9 Facilitating meetings and group communications C10 Calibrating and adjusting standard farm equipment D1 Troubleshooting systems and/or equipment D2 Setting business plan goals D3 Working safely with farm equipment and animals D4 Operating a tractor in typical farm settings D5 Choosing and using hand-tools D6 Driving safely with a clean license D7 Multitasking in many settings D8 Preparing and storing food D9 Making good decisions (e.g. business, ecological, safety) D10 Performing math (e.g. calculations, analyze data) E1 Organizing work, time, projects, records, expenditures E2 Researching primary and secondary info sources E3 Using computers (e.g. , spreadsheets, invoicing, graphics, social media) E4 Researching USDA regulations and reports E5 Drawing maps to scale E6 Designing a web site E7 Using social media effectively E8 Reading a landscape from multiple perspectives F1 Assessing and analyzing a site F2 Planning and implementing a field layout F3 Page 7 of 12

8 APPENDIX A: Participant Commentary on Results 1. (Knowledge - B5) It seems to me that animal husbandry would be a more all-encompassing way to frame this...in that case I would include it with the blue items since I think small farms can t close nutrient cycles as effectively without animals. 2. (Knowledge - D5) As the permaculture guy in the room I propose that anyone setting up their own enterprise (not just working for someone else) would stand to benefit greatly from doing a permaculture design for their site first. Anyone in a more entrepreneurial track should take a permaculture design course to pick up the basics of functional, ecologically sound farm layout and basic operation. I m guessing that part of the reason this one didn t get highlighted during the session is because only a couple of us are totally familiar with what permaculture is/has to offer. However you cut it, being able to think in systems and coming up with creative solutions that surpass standard operating procedure are both fundamental pieces of the permaculture design approach. I d vote to move this up to the blue section. If any of you want to better understand permaculture, Jason Niebler has taken a course and can hopefully help elaborate. You can always contact me as well. Also, for a great model of permaculture design applied to an economically-viable, production farm check out New Forest Farm in Viola, WI. Mark Shepard is the permaculturist who runs the show there and he is quite successful. He just released his first book called Restoration Agriculture that I m sure is excellent. 3. (Knowledge - E1) Regulatory agencies, pesticide and fertilizer use regulations. Federal, state, local and private inspections of farms. 4. (Skills - B2) You don t have to be a diesel mechanic to farm. I know plenty of growers who rely on dealers to service their large equipment. It s important to know the basics of engine maintenance, but repair jobs are best left to professionals. Major engine repair may be very time consuming and takes time away from actually managing your farm. 5. (Skills - C6) Being critical of your customers is not a good idea even if you have strong beliefs, you may end up being wrong and you will have damaged your reputation. 6. (Skills - F1) In permaculture, reading the landscape means being able to use your senses to better understand the land. When you see flagging trees that tells you something about the wind. When you see rills or gullies it tells you something about how water moves on the site. When you see a twig that has been neatly sheared close to the ground you know you have rabbits, whereas if you see a twig that has been ripped off of a shrub you know you have deer. Etc. Understanding what the landscape is telling you so that you can make sound design & management decisions is the key. APPENDIX B: Community College and University Faculty Commentary on Results 1. Jason Niebler SAgE Director and Founder; SAgE Steering Committee The theoretical and applied foundation of sustainable agriculture, for all levels and forms of educational and career pursuit, should emphasize the principles and practices of sustainability and agroecology within the context of localized food systems. The University of California - Santa Cruz, Center for Agroecology & Sustainable Food Systems ( defines these foundational components as follows Sustainability: systems that are environmentally sound, economically viable, socially nonexploitative, and serve as a foundation for future Page 8 of 12

9 generations; Agroecology: the science of applying ecological concepts and principles to the design, development, and management of agricultural systems; Food Systems: the people and resources involved in producing, processing, distributing, and consuming food and managing waste a food system operates within social, political, economic, and environmental contexts. By definition, agroecosystems should be sustainable as well as regenerative in terms of the reclamation and quality of soil, water, vegetation, and wildlife associated with the system. The incorporation of agroforestry systems and practices within an agroecosystem, or as the designed basis for it, and their replication across an agricultural landscape matrix improves the structural and functional resiliency of agroecosytems as a whole analogous to that which is exhibited by natural ecosystems. Bene et al. (1977), in their pioneering publication on poverty alleviation, food security, and ecosystem and natural resource stewardship, defined modern agroforestry as a sustainable management system for land that increases overall production, combines crops, tree crops, and forest plants and/or animals simultaneously or sequentially, and applies management practices that are compatible with the cultural patterns of the local population. Furthermore, whole systems design, which integrates natural and built environments, provides a philosophical and technical perspective that is applicable and salient to both urban and small farm sustainable agricultural contexts. Constructing curricula based upon the SAgE Collaborative Sustainable Urban Agriculture Enterprises DACUM workshop results, therefore, should incorporate these foundational components throughout both academic and professional-technical programs of study. Associated green/sustainability-oriented knowledge and skill standards are provided by the U.S. Department of Education funded Career Technical Education (CTE) National Career Clusters for Agriculture, Food, & Natural Resources ( for which I served as a member of the Technical Working Group. Together, these SAgE and CTE project results form a cohesive storehouse of industryvalidated competencies for emerging fields of study and employment related to sustainable agriculture and the environment. Endnote Bene JG, Beall HW, Cote A. Trees, food and people: management in the tropics. Ottawa (Canada): International Development Research Centre; Tim Hohn EdCC SAgE Program Coordinator; SAgE Steering Committee The logical context for education about, and application of, sustainable and agroecological food systems is bioregional. A body of theory and technique with great significance to the nature of community life, public citizenship, personal lifestyle, regional planning, ecosystem management, education, and sustainable food systems is coalescing around the term bioregion. Bioregions can be variously defined by the geography of watersheds, similar plant and animal ecosystems, as well as identifiable landforms (e.g. particular mountain ranges/prairies or coastal zones), and by the unique human cultures that grow from the natural limits and potentials of the region. Most importantly, the bioregion is emerging as the most logical Page 9 of 12

10 locus and scale for a sustainable, regenerative community to take root and to take place. The SAgE curricula should embody a bioregional perspective. Whether they are farmers, tradespersons, entrepreneurs, or ordinary citizens, people must possess certain core abilities and skills to develop innovative ways to create more sustainable (food) systems and communities. Educational research shows that individuals successful in sustainable development demonstrate capabilities in three core areas: learning to see the larger system; understanding the critical importance of collaborating across boundaries; and moving past reactive problem-solving to creating desired futures (visioning). Seeing systems was identified through the DACUM process as an important capability for SAgE graduates. These core abilities should be embedded in the SAgE curricula. Sustainability learning will not take place solely within a technical education. There is an affective domain that plays a part in understanding, adopting, and implementing sustainable and successful practices in agriculture, as well as other endeavors. Within this domain lies the personal fulfillment and contemplative enrichment of our practice, elements with rewards that are certainly equal to or greater than those of a commercial and economic nature. If SAgE is to avoid conveying the impoverished and largely reductive understanding common to industrial agriculture we must include a pedagogy of contemplative practice that explores meaning, purpose, values, and how to serve our common future through the wisdom of practice as well as technical competency. 3. Claus Svendsen SVC SAgE Program Coordinator; SAgE Steering Committee Both DACUM processes provided four areas of emphasis for curriculum development in sustainable agriculture. Although the specific elements were somewhat different between suburban and small farm/ranching sustainable agriculture, I think it is possible to have the same educational approaches as follows. First, there is clearly a need for having a rigorous academic component within each course offering that will provide students with basic ecological knowledge, scientific principles at work, as well as a solid knowledge base of sustainable agricultural practices. This should be part of the actual course content. Second, it is clear that there needs to be a highly applied component. Students must learn specific skill sets in order to work efficiently and successfully in the business. This includes plant phenology and farm succession. These skills should be course components during laboratory, fieldtrips, and demonstrations. In addition, the practical component will be an integral part of internship/practicum experiences on working farms. Third, it is clear that students must be exposed to the business side of sustainable agriculture; including networking, social media, outreach, accounting, customer management, etc. Some of these skills will be part of the SAgE curriculum, but students should also seek out existing courses from other departments such as Business Management and Multimedia, which teach a variety of the above subjects. This will give flexibility to add specific skills that the individual student is in need of. Page 10 of 12

11 Fourth, DACUM participants were also emphasizing personal attributes. Developing personal attributes can most effectively be done through course assignments and activities. Course assignments should focus on developing flyers, presentations through various media, role play, and other communication activities. 4. Grace Sparks SCCC SAgE Program Coordinator; SAgE Steering Committee The DACUM participants very effectively highlighted the wide variety of potential enterprises in which SAgE students may be employed. This stresses the importance of our educational programs providing a solid, broad theoretical background/framework in agroecology at the same time as teaching specific skills. One critical component of this that the DACUM SMEs demonstrated more than they stated explicitly is information/resource literacy. In addition to business, marketing, communication, and financial planning and management training, we need to ensure that our SAgE students gain practice in effective, efficient life-long learning skills and are aware of appropriate resources to which to turn to expand their knowledge and skill base as their academic and career pathways progress. However, this broad base of knowledge and skills also clearly needs to be augmented with very specific skills and practical, hands-on experience. This is why the internship or practicum component of the certificates is so important. Besides specific elective classes (depending on the student s program of study), this is where/how we can tailor each student s experience to their interests and the needs of potential employers. 5. Brad Gaolach WSU SAgE Program Coordinator; SAgE Steering Committee Topics about agroecology, sustainability, and food systems are critical and addressed by others. However, a vital skill for students to learn is the ability to think at the appropriate scale and be comfortable moving across different scales. This will apply to their ability to manage ecological concepts of predator-prey interactions at the plant level through the landscape and bioregional level. It will also allow them to address how their business fits within a local food system and, if they wish, how it impacts and is impacted by regional, state, national, and international systems. These can be difficult skills to learn and it will be critical that curriculum design provides the opportunity for students to think both systemically and across scale. Because most students will be drawn to these courses through the production (creating food) side, the opportunity to build a strong basis in population and community ecology will provide them: directly applicable knowledge in agroecology; systems thinking; and the ability to think across scales of reference. If taught early and leaned well, these skills will provide a strong framework to support other technical skills. 6. Martha Aitken Page 11 of 12

12 WSU SAgE Steering Committee Alternate It will be important that new urban and small farmers understand their role in the entire food system, the challenges the food system faces in the urbanized western part of the state, current trends in food policy, and to be exposed to different models of food hubs for aggregation and distribution. Missing from the DACUM process was any conversation about food as it relates to public health addressing issues of food safety from the public s perspective (not just GAP), nutrition, and access. All of these items relate to the business side of sustainable agriculture, but are so specific to agriculture that they may not be covered in basic business management courses. Page 12 of 12