2021 AE Syllabus Jan 30 - 1.docx [Update on Feb 15]

Agroecology: Regenerative Farming and Food Systems

 Spring Semester 2021 [Classes Start Jan 25, 2021]

AGRO 435/835, HORT 435/835, NRES 435/835: Sections 001, 002, 700

3 Credits, ACE 10, Capstone in Agronomy Major [pending]

 [001 is MWF 11-11:50 am; 002 is 3 -3:50 pm; 700 is asynchronous; all sections Online]

 

Instructor:                                               Chuck Francis               email: cfrancis2@unl.edu

Teaching Assistants:                                Ali Loker                      email: aloker2@huskers.unl.edu

                                                                Carrie Horazeck;           email: rhorazeck@huskers.unl.edu

Instructional Technology Associate:    Diane Nolan;                email: dnolan2@unl.edu

 

Overview and Course Goals:

This course will enhance your learning about whole food systems, and your instructional team is here to catalyze the learning process. Agroecology is the ecology of food systems, a human activity system that links natural resources, production, processing, marketing, and consumption. We explore systems in natural resource, biological, economic, environmental, and social terms, including their complex interrelationships in agricultural and social landscapes. Agroecology guides the study of nutrition, health and vitality of people and communities, in rural, peri-urban, and urban landscapes. We intentionally go beyond single mechanisms, components, practices, and issues to explore the structure and function of systems, consequences of agriculture, and distribution of benefits. The course explores human motivations, ethics, values, and long-term perspectives for humans and other species. Canvas site for all sections is AGRO435-001.

Course Learning Outcomes

Completing the Agroecology course will build students capacities in:

1. Knowledge: Define and understand meaningful, integrated concepts and interactions in agroecological production and food systems.
2. Application: Evaluate and compare the resilience of conventional and regenerative farming and food systems today and your vision for the future.
3. Research skills: Internalize essential information including current news relevant to agroecology and develop skills to evaluate sources and opinions.
4. Communication: Articulate complexities of production and food systems through written and oral communication with a variety of formal and informal audiences.
5. Critical thinking: Embrace holistic analyses of agricultural production and food systems and how they relate to economic, environmental, and socio-political sectors of society today and in the future.

Course Logistics and Activities:

Agroecology will meet in two synchronous sections: Section 001(11–11:50 MWF), Section 002 (3-3:50 MWF) and one asynchronous Section 700 with deadlines posted for all assignments.  The course is on Canvas under AGRO435-001 for all sections. Section 700 weekly assignment deadlines differ from 001 and 002.

Co-learning activities include:

• reviewing current resources including relevant news reports and technical materials
• discussing learning objectives and weekly study questions
• participating in lectures, in-class and online activities
• writing discussion posts and midterms, completing peer evaluations
• interviewing stakeholders outside of class and summarizing results
• developing and completing a comprehensive team project

Mondays and Wednesdays are generally lectures and discussions; Fridays are for discussions, review and evaluation, and group work. You will need your laptop or cell phone handy for interaction every day.  

Assignments all Submitted and Graded on Canvas in One 'Section' [AGRO435-001]

Study questions for midterms are provided ahead so you can read and prepare. All assignments are evaluated by instructor and teaching assistants, with three brief written evaluations of the course and instructors. Self-evaluation in your final reflection paper is supplemented by faculty and teaching assistant review of assignments and group work. Instructors create the framework of activities in this learning landscape, while students have ultimate responsibility for learning!

 

Course Grading

Literature summary/critique discussion post (Yellowdig) due at start of week; (10 @ 10 points)               100

Class Attendance (001 & 002)(42 classes @ 1 point/class in weeks 1-13, 4 points/class in week 14)         50

End of week discussion post (Yellowdig)                                                           (10 @ 10 points)                    100

Mid-term exam out of class (two questions) [Due Mar 14]                            (2 @ 100 points)                     200

Interviews on farming and food systems, [Due Feb 28, Apr 11]                    (2 @ 100 points)                     200

Semester team project (see Canvas for examples)                                                                                            250

Individual expanded outline (50 points) [Due Feb 21]                        50                                         

Individual report plus reference list (50 points) [Due Apr 14]            50

Final project written team report (100 points) [Due Apr 18]            100

Team VidGrid presentation (10 min) (50 points) [Apr 25]                   50

Participation [discussions, assignments on time, final reflection paper [Due: May 1]                                  100

Potential for extra credit assignments [not required]                                                                                       (50)                                                                                       

Total points for semester                                                                                                                                   1000

[NOTE: Examples of all exercises under assignments on Canvas; grading rubric is in the appendix of syllabus]

 

Grading in %:           A+ 98-100      B+   88-89       C+   78-79      D+   68-69

                                   A     93-97       B     83-87       C     73-77       D     63-67       F    <60

                                   A -   90-92      B-    80-82       C-    70-72      D-    60-62

 

All grading by instructor and TAs; we expect high-quality writing in all assignments. If you receive a grade below 70% on any major assignment, you will get detailed feedback and an opportunity to re-write that assignment due at the next class period after the grade is posted, not later.  Our objective is continuous dialogue with students, and for you to digest and apply the material based on reading, class notes, internet sources, and discussions. Maximum possible grade on late papers is 80% if well done.

Late papers, missed quizzes, other assignments: Treat this class as you would a job -- get things done on time! Late papers put you out of sync with the flow of information and discussion in class and could delay your team’s project. This is not acceptable in work situations; you are practicing to be a professional. Only in exceptional circumstances will assignments be accepted after due date. Participation reflects attendance and ability to complete things on time.

Agroecology Spring Semester Topics in Fourteen Weekly Modules 

 Module 1: Agroecosystems, Systems Thinking, Contrasting Global Biomes

Week 1: Agroecosystems, Systems Thinking, Equity, Values [Jan 25-31]

Week 2: Contrasting Biomes: Nebraska and Rwanda [Feb 1-7]

Learning Objectives:

• Define agroecology as this relates to your major, prior experiences and future plans; how can agroecological concepts and information help you achieve your goals?
• Describe agroecosystems at different levels of scale; what are the primary components and interactions? How are agroecosystems dynamic over time and space?
• What are key driving forces that impact agroecosystems at field, farm, landscape, and regional levels. Why are these different in what ways?
• How and why do we integrate methods from biological, physical, economic, and social sciences to better understand agroecosystems?

Week 1 Assignments:

Required reading: review this and submit a 100-word summary/critique on Yellowdig

Agroecology Is Becoming A Global Movement. But Where Does the U.S. Fit In? [from Yes! Magazine

https://www.yesmagazine.org/environment/2018/05/07/agroecology-is-becoming-a-global-movement-but-where-does-the-us-fit-in/

Additional readings:

Agroecology: the Ecology of Food Systems. Francis et al. 2003.

         Francis - The ecology of food systems JSA.pdf

Agroecology as a science, a movement and a practice. A review. Wezel et al. 2009.

         wezel-agroecology.pdf

Glossary from Gliessman, 2013: useful as a general reference on terms from ecology. Gliessman_Glossary.pdf. Download Gliessman_Glossary.pdf (339 KB)

Week 2 Assignments

Required reading: review this and submit a one-page summary/critique on Canvas

Scheffers et al. The broad footprint of climate change from genes to biomes to people.  Science  11 Nov 2016  https://science.sciencemag.org/content/354/6313/aaf7671.abstract  The abstract only!

Additional references:

Martens et al. Large uncertainties in future biome changes in Africa call for flexible climate adaptation strategies. 09 October 2020. Wiley Online Library, https://doi.org/10.1111/gcb.15390

Brumati et al. 2020. Challenges to the Adaptation of Double Cropping Agricultural Systems in Brazil under Changes in Climate and Land Cover. Atmosphere 2020, 11(12), 1310; https://doi.org/10.3390/atmos11121310

          YouTube Video on value-added products and entrepreneurship [some commercial references]

https://www.youtube.com/watch?v=GMxhc36YIHw&ab_channel=QuinnSnacks   Boulder, CO

 

Module 2: Global Food Challenges & Solutions, Pest Management

Week 3: World Cereal Yield Plateaus and Yield Gaps, Alternative Food Species [Feb 8-14]

                                          Week 4: Weed Management and Cover Crops  [Feb 15-21]                                        

Learning Objectives

• Discuss the options for increasing food production when major cereals have reached genetic plateaus in key production regions in the U.S. In what ways do we face this same issue in Rwandan agriculture?
• How can farmers in Nebraska manage cereals to narrow the ‘yield gap’ in our current agricultural systems? What about in Rwanda? What strategies other than growing current cereals can increase food production?
• What strategies are useful for managing weeds, insects, pathogens and other pests as alternatives to chemical pesticides? What options do we have when regulations remove detrimental current pesticides?
• What are the multiple roles of cover crops in farming systems, in terms of pest management, grazing potential, and providing soil nutrients to maintain fertility?                                             

Week 3: World Cereal Yield Plateaus and Yield Gaps, Alternative Food Species [Feb 8-1]

Week 3 Assignments: Summarize this primary reference to discuss on Yellowdig

              Required reading: CGIAR Web site with Yield Plateau & Yield Gap information:

https://ccafs.cgiar.org/resources/tools/global-yield-gap-atlas

Week 4: Weed Management and Cover Crops  [Feb 15-21]

Week 4 Assignments: Summarize this primary reference to discuss on Yellowdig

               Required reading:      Managing Cover Crops Profitably 3rd Edition, SARE Handbook #9

                                 https://www.sare.org/resources/managing-cover-crops-profitably-3rd-edition/

 

Module 3. Agroecological Strategies in Soil Fertility Management

Week 5: Soil Fertility Options in Agroecosystems [Feb 22-28]

Building Soils for Better Crops 3rd Edition, Magdoff and van Es, SARE Handbook #10

https://sare.org/wp-content/uploads/Building-Soils-For-Better-Crops.pdf

Week 6: Soil Microbiology and Soil Health [Mar 1-7]

10 Ways Organic Improves Soil Health, Jean Nick, 2018

https://rodaleinstitute.org/blog/10-ways-organic-improves-soil-health/

Learning Objectives

• Describe contrasting strategies for providing adequate fertility for crops & pastures, and the implications of different strategies for adding and cycling nutrients on farm (building soil vs sufficiency strategy)
• In what ways do organic farmers provide adequate nutrients from multiple sources for crop and pasture growth and productivity?
• How are soil fertility needs dependent on soil type, crop or pasture species, soil organic matter, yield goals, expected rainfall, previous crop, and N-level in irrigation water?
• In what ways do soil microorganisms contribute to making nutrients available to plants? What are the impacts of chemical fertilizer or pesticide application on soil organisms and soil health?

 

Module 4. Integrated Plant Health, Diagnostics, Systems Evaluation Criteria

Week 7: Soil, Plant, Crop & Human Health [Mar 8-14]

Soil Health Means better Human Health, Michael Behar, July 2020,Successful Farming

Week 8: IPM, Systems Evaluation Criteria & Methods [Mar 15-21]*

Organic Agriculture and Integrated Pest Management, Baker et al., 2015

https://organicipmwg.files.wordpress.com/2015/11/org-ipm-white-paper.pdf

Additional References: https://www.epa.gov/safepestcontrol/integrated-pest-management-ipm-principles

https://www.google.com/search?client=firefox-b-1-d&q=ipm+in+organic+farming

https://cdn.shopify.com/s/files/1/0145/8808/4272/files/A3842-2008.pdf

*[Classes will convene this week, no large written assignments due]

Learning Objectives

• What are most effective methods for diagnosing a plant health problem in the field? What integrative questions should be considered from the agroecology perspective?
• In what ways are soil health, plant health, animal health, and human health related? What are some specific examples of interactions among these components and outcomes of a farming system?
• What are the principal ways that farmers can reduce production costs, and what are creative methods to increase returns to crops and livestock?
• In addition to short-term economic return, what other criteria could be used to evaluate success of farming and ranching operations? How could these be measured and recognized in the marketplace?

 

Module 5. Biodiversity, Ecological and Economic Evaluation

Week 9: Biodiversity in crops, fields, farms,landscapes, and regions [Mar 22-28]

Integrating agroecological production in a robust post-2020 Global Biodiversity Framework, Wanger et al. 2020

https://www.nature.com/articles/s41559-020-1262-y

Week 10: Ecological economics & alternative valuations; Political impacts on farm systems

[Mar 29-Apr 4]  

The Economic Reality of Agroecology, H. Greene, 2019

https://www.propagate.org/research/2019/4/11/the-economic-reality-of-agroecology

Learning Objectives

• What ecological criteria should be used in designing an efficient. economically successful, and environmentally sound crop rotation; which factors are most important and why?
• Why are there biological advantages of rotating cereals with legumes? ... summer crops with winter crops? ... annual crops with perennial crops or pastures?
• What are creative methods of introducing genetic diversity into fields and farms, plus spatial diversity together with temporal diversity into cropping fields?
• What strategies beyond sales of raw products can add value to farm outputs? How can ecological economics identify alternative ways to reward farmers with financial and other benefits from crops and animals?

 

Module 6: Land Use, Human Nutrition, Future Food Systems

Week 11: Rural, Peri-Urban, Urban Food Systems, Evolving Nutritional Concepts [Apr 5-11]

No required reviews; these are optional for extra credit

Sustainable Agriculture Research and Education Program, U.C. Davis, California

https://sarep.ucdavis.edu/sustainable-ag/urban-agriculture

Week 12: Global and Local Integrated Food Systems [Apr 12-18]

No required reviews; these are optional for extra credit

Agroecology: a global paradigm to challenge mainstream industrial agriculture, H. Valenzuela, 2016

https://www.researchgate.net/publication/298736580_Agroecology_A_Global_Paradigm_to_Challenge_Mainstream_Industrial_Agriculture

Learning Objectives

• How can we identify underutilized land and encourage its use for food production to meet increasing demand in the U.S. and elsewhere?
• What options do rural communities have to add value to their natural and human resources through specialty crops and local processing, and thus maintain viable businesses and local infrastructure?
• How will evolving nutritional awareness plus concerns about the environment impact individual and family diets, and choices based on where and how food is produced?
• How can ecosystems services be recognized by society and adequately rewarded for those who own farmland and follow agroecological practices to promote ecoservices?

 

Module 7:  Final Project Preparation, Final Reflections, Presentations

Week 13: Project Preparation, Writing Final Reflections [Apr 19-25]       

Week 14. Student Project Poster/Oral Presentations on VidGrid [Apr 25 - May 1]

Learning objectives

• In what ways are written and oral communication skills important in courses at the university and in future positions in education, non-profits, or business ventures?
• How do we effectively use visual, electronic, and printed materials to educate others and communicate what we have learned?
• How do we evaluate projects done by others, examine their potential impacts on farming and food systems, and make positive comments to help improve their reports?
• What are the most important reasons for communicating results of projects, thesis research, and other important ideas to peers in the university and to those outside?

 

No Final Exam in Agroecology 435/835

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix I:   Grading Rubric                    Agroecology 435/835                         Spring Semester 2021

 

Discussion posts                     - submitted on time

            20 @ 10 points            - well written, well organized and clear

                                                -  complete coverage of topic, key questions included at the end

                                                -  relates to agroecology and reference to key topics, use of ecological terms

                        -  innovative, goes beyond the obvious, relevant to your learning, and includes

applications to other situations

 

Mid-term exam                       20 = submitted on time

            2 @ 100 points            20 = + structured well and covers the question thoroughly

                                                20 = + clearly and accurately written, includes references

                                                20 = + thoughtful and applied to personal interests

                                                20 = + innovative and relevant to larger issues in agroecology

 

Interviews                               20 = submitted on time

2 @ 100 points            20 = +well-organized, relevant questions included on sustainability

                                                20 = + clearly written, accurately reporting on the interview

                                                20 = + thoughtful and integrated into class topics

                                                20 = + innovative interpretations, applied to larger issues

 

Team Project                          10                         10                      10                    10                     10

           

  Individual outline                 on time            + complete        + well-           + clearly          + innovative

                                                                                                   referenced        written            and applied

 

   Individual project                on time            + complete        + well-           + clearly          + innovative

            report                                                                             referenced        written            and applied

 

   Written team                                    on time            + complete,     + organized,    + thoughtful,   + innovative,

       report                               (20)                 (20)referenced.  (20)written   (20) new           (20)clearly applied

                                                                                                    in one voice    ideas               to agroecology                                                                                                                                

 

   Vidgrid group                      timing              + balanced      + organized,    + thoughtful,   + innovative

       presentation                                                over sub-         clear layout,    involved          presents new

                                                                           topics              accessible        audience          concepts

 

Extra credit                             Unique to each assignment

APPENDIX II: Statements on Academic Integrity, Emergencies, Special Needs

1.Academic integrity is an essential indicator of the student’s ethical standards. For this reason students are expected to adhere to guidelines concerning academic honesty outlined in Section 4.2 of University’s Student Code of Conduct which can be found at http://stuafs.unl.edu/ja/code/three.shtml. CANVAS has an automatic plagiarism checker that is open to student use before submitting, and available to instructors while evaluating assignments. Students are encouraged to contact the instructor to seek clarification of these guidelines whenever they have questions and/or potential concerns.

1. Breaches of academic integrity and their consequences vary considerably, so it is not possible to outline one absolute chain of consequences for every situation
2. Each instructor may impose a consequence(s) for a breach of academic integrity in his/her own course, consistent with the magnitude of the breach. Consequences may range from reduced credit for a test or assignment to failure in the course.
3. If the student feels that the consequence(s) imposed are inappropriate, the student should discuss the matter first with the instructor within 7 days of the incident
4. If the student is still dissatisfied with the consequences imposed, he/she may appeal to the Department Head or his/her designee within 14 days of the incident.
5. If the student is dissatisfied with the results of his/her appeal to the Department Head, then he/she may appeal to the Dean of the College of Agricultural Sciences and Natural Resources within 21 days of the incident
6. Further appeal may be pursued with the University Judicial Officer as described in http://stuafs.unl.edu/ja/code/three.shtml
7. Course instructor will inform the student’s academic advisor of the final disposition of the breach of academic integrity within 7 days after the final decision
8. Experiencing Difficulties? If you are experiencing difficulties in this class or others, you should make an appointment with instructor to gain perspectives on how you can improve your performance:

• If you find you are having general difficulties with more than just one class, you should schedule an appointment with your advisor to discuss things and get their perspective and recommendations.
• If you are experiencing difficulties with more than classes, you may want to take advantage of the CASNR CARES program (http://casnr.unl.edu/casnr-cares) and make an appointment with Nicole Smith, Student Development Coordinator [nicole.smith@unl.edu (402) 472-0609] in 103 Ag Hall.
• If you feel like you are overwhelmed and you are experiencing general problems, you should probably contact the Counseling and Psychological Services office in the Student Health Center [http://health.unl.edu/counseling-and-psychological-services-caps; 402-472-7450].

3. Emergency Response:

Fire Alarm (or other evacuation): In the event of a fire alarm: gather belongings (Purse, keys, cellphone, N-Card, etc.) and use the nearest exit to leave the building. Do not use elevators. After exiting notify emergency personnel of the location of persons unable to exit the building. Do not return to building unless told to do so by emergency personnel.

Tornado Warning: When sirens sound, move to the lowest interior area of building or designated shelter: ours is Room 199, large lecture hall in basement of Plant Science. Stay away from windows and near an inside wall when possible, maintain six-foot spaces.

Active Shooter

• Evacuate: if there is a safe escape path, leave belongings behind, keep hands visible and follow police officer instructions.
• Hide out: If evacuation is impossible secure yourself in your space by turning out lights, closing blinds and barricading doors if possible.
• Take action: As a last resort, and only when your life is in imminent danger, attempt to disrupt and/or incapacitate the active shooter.

UNL Alert:

Notifications about serious incidents on campus are sent via text message, email, unl.edu website, and social media. For more information go to: http://unlalert.unl.edu. Additional Emergency Procedures can be found here: http://emergency.unl.edu/doc/Emergency_Procedures_Quicklist.pdf

4. Special Needs:

Students with disabilities are encouraged to contact the instructor for a confidential discussion of their individual needs for academic accommodation. It is the policy of the University of Nebraska-Lincoln to provide flexible and individualized accommodation to students with documented disabilities that may affect their ability to fully participate in course activities or to meet course requirements. To receive accommodation services, students must be registered with the Services for Students with Disabilities (SSD) office, 132 Canfield Administration, 402-472-3787 voice or TTY.

5. COVID-19 Precautions:

Everyone will respect one-way traffic where indicated in hallways, six-foot separation while in class or moving in building, and wear face masks at all times in buildings and in class. Instructors will wear face shields, and also masks when possible; they will be connected to a sound amplification system to assure that everyone can hear. Hand sanitizer is available in hallways and in classrooms, and a mask is available if you forget to bring one. Masks and minimum distancing of 2 meters [six feet] are mandatory in hallways and all classrooms.