Project Overview
Annual Reports
Commodities
Practices
- Education and Training: mentoring, workshop, youth education
Proposal abstract:
Project Abstract
Student participants learn from a guest expert--an urban agriculture educator or industry leader in sustainable agriculture. These individuals would convey their passion and knowledge to students through both classroom and field-based activities. Students would get practical hands-on experience in growing their own food (planting, maintaining, harvesting) using sustainable methods, as well as exposure to entrepreneurial concepts (cost of goods sold, labor costs, sales experience), and nutritional education (taste testing, label reading, comparing locally grown and organic products to conventionally processed food).
Detailed Project Plan
In 2013, Triton College developed a 2-year Sustainable Agriculture Technology (SAT) degree and partnered with three high schools in its service area to create ag-based learning environments for students (grades 9-12). The school gardens serve as outdoor classrooms, engaging youth in growing their own food and increasing awareness of Chicago’s emerging urban agriculture economy.
During the summer, the most critical gardening period, school is not in session and local youth are in need of constructive and engaging learning opportunities. Faculty and students from Triton’s SAT program would work with the PEHS garden team to develop and facilitate a “learn and do” agriculture training program.
Once a week, student participants would meet in the classroom to learn from a guest expert--an urban agriculture educator or industry leader in sustainable agriculture. These individuals would convey their passion and knowledge to students through both classroom and field-based activities. Students would get practical hands-on experience in growing their own food (planting, maintaining, harvesting), exposure to entrepreneurial concepts (cost of goods sold, labor costs, sales experience), and nutritional education (taste testing, label reading, comparing locally grown and organic products to conventionally processed food). The aim of this eight-week program would be to provide student participants with a well-rounded perspective about the value of urban agriculture – not only explaining the benefits of eating well, but also empowering them to grow food for themselves and their families.
The program would also serve as a job simulator. Program participants would be expected to be on time, manage their personal schedules, and work together to accomplish shared goals. Student participants would also track their hours and completed tasks, receiving payment for the time spent working in the garden. Maintaining a clean and professional work environment will be emphasized as the garden site must be picked up at the end of every day.
Triton College SAT students would serve as mentors for their younger counterparts throughout the eight-week training program--and beyond. Program participants will be divided into teams and assigned one Triton student as the “Team Leader”. Students will rotate spending time with each Team Leaders during the course of the program. Each Team Leader will focus on one of the three pillars of sustainability, i.e. Economic Viability, Social Responsibility and Ecological Stewardship. Each Team Leader will implement activities relevant to their pillar, set and meet goals for student learning and knowledge acquisition related to the pillar, and maintain positive working relationships between their team members. After the program is over, the Team Leaders would help the high school students achieve their professional and learning goals (by applying for jobs or an educational program).
Harvard professor Eleanor Duckworth once said that the "having of wonderful ideas" strengthens learning. We encourage our students to have ideas, to think and plan and to collaborate and ask questions. These are some of the critical skills our students develop in this program.
The Triton College summer youth agriculture training program would:
1. Address the need for fresh produce, nutritional awareness, and job skill development among Proviso Township youth by leveraging the PEHS garden team and infrastructure, preparing students to fully incorporate the three pillars of sustainable agriculture.
2. Train 20 student participants from Proviso Township High Schools in sustainable agriculture practices using a “learn and do” model.
3. Prepare student participants for college and career opportunities by connecting them to local industry partners and educational training programs.
4. Share project results with high schools in Triton College’s service area. Improve and repeat program model as funds allow.
5. Teach applied math, writing, critical thinking, and science skills.
Timeline
The success of the Triton College summer youth agriculture program would be measured in the following ways.
Weeks 1-8
1. Garden Record Book would track number of crops planted, and pounds of food harvested.(All 8 Weeks)
2. Pre and Post-Tests would measure participant knowledge growth and skill development related to the pillars of
sustainability. (Week 1 and Week 8)
3. Garden Blog would allow participants to publish pictures and reflect on their experiences weekly.(Week 2 -
Week 8)
4. Participant Surveys would evaluate overall program experience, identify areas for improvement, and determine
if participants are more (or less) likely to continue in the field. (Week 8)
5. Participant Follow-up (3 months after program completion), would determine if eligible participants were hired
for internships or entered into ag-related college programs (Following close of program)
Resources Used
Triton will work with a multi-disciplinary team of educational, industry, and civic partners to increase awareness of
agriculture and nutritional awareness in the community. Each of these partners would have some role in the
project. And, we expect that this project team would be expanded to meet the needs of the program.
Thomas Elsey, Triton College Sustainable Agriculture, Faculty Member (program staff)
2 Triton College Sustainable Agriculture students, to be determined (program staff)
20 Proviso High School youth participants, to be determined
Mary D’Anza, Triton College Culinary Department, Adjunct Faculty (educational partner)
Lena Hatchett, Loyola University, Community-based Projects (educational partner)
Ann Andreoni, Loyola University School of Nursing, Assistant Professor (educational partner)
Marica La Porte, Proviso East High School, Art Department Chair (educational partner)
Jonathan Beener, Proviso East High School, Science Department Chair (educational partner)
Patricia Black-Martul, Proviso West High School, Consumer Sciences (educational partner)
Kathleen Willis, State Representative District 77 (civic partner)
Loretta Brown, Maywood Environmental Beautification Commission (civic partner)
Regan Cronin, Good Earth Greenhouse, Owner (industry partner)
Kyle FitzGerald, ReUse Depot, Owner (industry partner)
Cheryl Munoz, Sugar Beet Coop, Founder (industry partner)
Michael Romain, Editor, Village Free Press (media partner)
Outreach
The students will create and maintain a blog of their activities. In addition civic leaders will be invited to participate in the kick-off and closing of the workshop inviting the media to report and acknowledge the efforts of the students. In addition, Triton College has a website, newsletter, facebook page and Twitter account that will provide regular updates on the progress of the camp.
Student and Community Impact
The success of the Triton College summer youth agriculture program would be measured in the following ways:
1. Garden Record Book would track number of crops planted, and pounds of food harvested.
2. Pre and Post-Tests would measure participant knowledge growth and skill development.
3. Garden Blog would allow participants to publish pictures and reflect on their experiences weekly.
4. Participant Surveys would evaluate overall program experience, identify areas for improvement, and determine
if participants are more (or less) likely to continue in the field.
5. Participant Follow-up (3 months after program completion), would determine if eligible participants were hired
for internships or entered into ag-related college programs.
Anticipated Outcomes:
Approximately 80% of student participants will demonstrate a deeper understanding of gardening and sustainable agriculture practices as evidenced in pre and post test scores.
Approximately 80% of student participants will pass basic measurement and related math tests applicable to gardening.
Approximately 80% of student participants will demonstrate increased understanding of the academic, employment and entrepreneurial opportunities in gardening and agriculture.
Project objectives from proposal:
- Engage students with sustainable agriculture concepts including ecological stewardship and economic viability through hands-on experience growing and selling produce on a working urban farm.
- Empower students in their health by teaching them how to grow their own food using sustainable methods, and the nutritional benefits of doing so through taste testing, label reading, and comparing locally grown and organic products to conventionally processed food.
- Empower students economically by providing a job simulation experience at the farm requiring time management, professionalism, teamwork and mentorship.
- Increase awareness of Chicago's emerging urban agriculture economy through a student-run blog documenting the camp, inviting civic leaders to participate in events at the open and close of camp, and regular updates on the camp in Triton College media outlets.