This research focuses on the academic programs at the Centre for Sustainable Food Systems at UBC Farm (the Farm). The Farm is a centre for sustainability learning and research, providing a working model of sustainable food systems with which to engage students, faculty and community. The Farm is situated within the global context of a dominant industrial food paradigm that is demonstrated to be a major contributor to the social and ecological crises the world now faces. The Farm is further situated within the context of a dominant education paradigm that provides most students with knowledge that is disconnected from social and ecological realities, leading to the misuse of knowledge and to the exacerbation of global crises. The purpose of this research is to explore the contributions that the Farm’s academic programs provide toward advancing sustainability learning from the perspective of program participants, including myself. The research methodology was guided by participatory approaches to research. Qualitative methods were employed, focusing primarily on surveys and semi-structured interviews with program participants. I have also been an involved participant in a diversity of programs at the Farm from April 2004 – December 2008. The results of the research suggest that program participants value the ability to engage with their subject matter, not only on an abstract/theoretical level, but also on practical and affective levels. Participants feel that UBC is lacking in programs that allow students to engage physically and emotionally with their learning. Students feel their knowledge will be better recalled and more likely to be useful if they care about what they are learning, if they can engage with it in a real world context, and if they have some ownership and responsibility for what they are learning. Further, program participants feel that the Farm’s academic programs would benefit from providing more theoretical context and connection to their other academic work, from additions and improvements to Farm infrastructure and resources, and from additional human resources support. This research project was site specific. Nevertheless, it connects with and complements work being done at dozens of universities, colleges and student farms around the world.

This research focuses on the academic programs at the Centre for Sustainable Food Systems at UBC Farm (the Farm). The Farm is a centre for sustainability learning and research, providing a working model of sustainable food systems with which to engage students, faculty and community. The Farm is situated within the global context of a dominant industrial food paradigm that is demonstrated to be a major contributor to the social and ecological crises the world now faces. The Farm is further situated within the context of a dominant education paradigm that provides most students with knowledge that is disconnected from social and ecological realities, leading to the misuse of knowledge and to the exacerbation of global crises. The purpose of this research is to explore the contributions that the Farm’s academic programs provide toward advancing sustainability learning from the perspective of program participants, including myself. The research methodology was guided by participatory approaches to research. Qualitative methods were employed, focusing primarily on surveys and semi-structured interviews with program participants. I have also been an involved participant in a diversity of programs at the Farm from April 2004 – December 2008. The results of the research suggest that program participants value the ability to engage with their subject matter, not only on an abstract/theoretical level, but also on practical and affective levels. Participants feel that UBC is lacking in programs that allow students to engage physically and emotionally with their learning. Students feel their knowledge will be better recalled and more likely to be useful if they care about what they are learning, if they can engage with it in a real world context, and if they have some ownership and responsibility for what they are learning. Further, program participants feel that the Farm’s academic programs would benefit from providing more theoretical context and connection to their other academic work, from additions and improvements to Farm infrastructure and resources, and from additional human resources support. This research project was site specific. Nevertheless, it connects with and complements work being done at dozens of universities, colleges and student farms around the world.

This research focuses on the academic programs at the Centre for Sustainable Food Systems at UBC Farm (the Farm). The Farm is a centre for sustainability learning and research, providing a working model of sustainable food systems with which to engage students, faculty and community. The Farm is situated within the global context of a dominant industrial food paradigm that is demonstrated to be a major contributor to the social and ecological crises the world now faces. The Farm is further situated within the context of a dominant education paradigm that provides most students with knowledge that is disconnected from social and ecological realities, leading to the misuse of knowledge and to the exacerbation of global crises. The purpose of this research is to explore the contributions that the Farm’s academic programs provide toward advancing sustainability learning from the perspective of program participants, including myself. The research methodology was guided by participatory approaches to research. Qualitative methods were employed, focusing primarily on surveys and semi-structured interviews with program participants. I have also been an involved participant in a diversity of programs at the Farm from April 2004 – December 2008. The results of the research suggest that program participants value the ability to engage with their subject matter, not only on an abstract/theoretical level, but also on practical and affective levels. Participants feel that UBC is lacking in programs that allow students to engage physically and emotionally with their learning. Students feel their knowledge will be better recalled and more likely to be useful if they care about what they are learning, if they can engage with it in a real world context, and if they have some ownership and responsibility for what they are learning. Further, program participants feel that the Farm’s academic programs would benefit from providing more theoretical context and connection to their other academic work, from additions and improvements to Farm infrastructure and resources, and from additional human resources support. This research project was site specific. Nevertheless, it connects with and complements work being done at dozens of universities, colleges and student farms around the world. / Land and Food Systems, Faculty of / Graduate

In 2009, the National Academy of Sciences called for a dynamic approach to teaching and learning in colleges of agriculture. In response, innovative faculty at colleges and universities are implementing new frameworks for undergraduate education in the agricultural sciences. The purpose of this study, therefore, was to explore the experience of faculty teaching and learning in sustainable agriculture education curricula at a land grant university. A qualitative research methodology employing a case study approach was utilized. Methods of data collection included semi-structured interviews, participant/observer field notes, and secondary data analysis. This study contributed to understanding faculty work as learning by illustrating the triad approach to teaching and learning in the Civic Agriculture and Food Sytems (CAFS) minor comprising core areas of experiential learning, interdisciplinary teaching and learning, and community engagement. This triad approach to teaching and learning brings together a framework for understanding faculty work as a social practice and the inherent learning that occurs. CAFS faculty upheld the land-grant mission of their institution by promoting community engagement, experiential learning, and interdisciplinary collaboration toward teaching and scholarship. CAFS faculty learned from interactions with other faculty outside and within their disciplinary and departmental homes, which enhanced their teaching/learning experience. Collaborative work was described as a practice where faculty from different disciplinary perspectives and cultural practices engage in a collaborative teaching model that communicates value for resources to administrative leadership and clarifies navigation of faculty reward structures. Additionally, these faculty members were able to participate in an emerging pedagogical practice where service-learning and community partners were embedded in the curriculum, which legitimized the role of the community partner as educator. The findings from this research are expected to be useful for implementation in other sustainable agriculture education programs at other universities. This study may also serve as a catalyst for the adoption of collaborative and interdisciplinary teaching in colleges of agriculture. The implications of this research can inform an assessment methodology for agriculture education programs, as well as to create a framework whereby the essential tenets of the sustainable agriculture education movement in higher education can be promulgated in different disciplines. / Ph. D.