-
Think&EatGreen@School Project Milestone Report 2011
Appendices!
Appendix 1: Activities in Year 0 (Including detail for Question
3.2)
Figure 1: Visual timeline of Year 0 (2010-2011) for CURA
Think&EatGreen@School Project
2010-2011 Mr Ap My p Jn
unn
Jyul
Auug
Sep
Oct
Nov
De Jan F Mr Ap My
Hired Project Staff and initial GRAs
Weekly Co-ordinating Committee meetings
Established Advisory Committee
Ethics approval
Whole team meetings
1 4*
1 1
*4 Project thematic areas, 4 meetings
GRAs survey schools (follow-up to 09), selection criteria
decided
Developed School Projects, Scenarios & tools
Implementation of UBC Student Projects with Schools
GRAs summarized findings from each school and devolve it to
schools
-
Think&EatGreen@School Project Milestone Report 2011
Appendices!
Text Description of Year 0
February 1 2010
SSHRCC official adjudication letter received
a) Preparation, submission and approval of the UBC Behavioural
Research Ethics application for the duration of the project
b) Coordinating Committee gets organized and begin functioning
(unpaid work)
March 2010
c) Hiring of Project Manager, Project Coordinator and Project
Community Liaison (also the Co-Chair of a key partner organization,
the Vancouver Food Policy Council) who, together with the Principal
Investigator and one senior Co-Investigator, form the Coordinating
Committee (CC). Since February 2010, the CC holds regular weekly
meetings for the CURA. Two CC members, the Project Community
Liaison and the Project Coordinator, are school teachers currently
undertaking graduate studies within the Project and at UBC.
d) Hiring of graduate students as Graduate Research Assistants
(GRAs). Establishment of clear terms of reference and
responsibilities for the Summer and Fall periods in Year 0
(Appendix 11 for criteria to hire GRAs)
e) Organization of the first whole-team meeting after the
granting of the CURA Award
f) Contacting members of the Advisory Committee and establishing
the Committee
g) Consultation with the whole team on the new nickname of the
Project. Several names were generated by team members and the one
finally accepted by consensus was the: Think&EatGreen@School
Project
April – May 2010
h) Bilateral meetings with all community-based and area-based
partners and Co-Investigators to elicit the issues of particular
interest to them to be included in the whole-team meeting of April
22
i) April 22. Full-day meeting of the whole team. The meeting
provided an opportunity to revisit the Project research agenda and
its work plan. The results of an environmental scan, conducted
during Fall 2009 (before the tenure of the grant began) at some 50
schools by the Land, Food and Community I class (which is central
to the Project’s structure), were shared and all the data collected
made available to the whole team. Based on those reports, the
entire team discussed and established the criteria to choose the
schools to be included in the sample of schools to be involved in
Year 1 of the Project. Those reports also provided a preliminary
vista of schools’ needs and currently existing activities and
initiatives of interest to our Think&EatGreen@School
Project.
j) May 12. Presentation by the Principal Investigator and
Coordinating Committee members to the Vancouver Board of Education
(Higher ranking officers, School Trustees, Teachers Federation)
k) With full support of our CURA team, one of our Graduate
Research Assistants won a scholarship provided by UBC regarding its
Memorandum of Understanding with the City of Vancouver’s Municipal
Government on sustainability research. Development of a food
procurement policy for all public institutions of Vancouver based
on principles of sustainability is undertaken
l) Development of the Logic Model as a key communication and
decision-making document. Drafting of indicators (Appendix 5)
June – July 2010
m) July 2. Meeting of all UBC-based team members to consolidate
the commitment of UBC researchers involved in the specific
Community Impact Projects (CIPs) and to assume a leading role in
each of the Project’s areas. Community-based co-investigators (1
for each project) have a co-leading role. (Food Consumption at
School, Sarah Carten, VCH, with UBC Co-Investigator Gwen Chapman;
Curriculum & Pedagogy Innovations, Bruce Ford, EPSSA /Metro
Vancouver with PI Alejandro Rojas and UBC Co-Investigator Jolie
Mayer-Smith; Food Production at School; SPEC Marnie Newel with UBC
Co-Investigator Andrew Riseman; Policy: Kevin Millsip, VSB with
Brent Mansfield, Think&EatGreen Project Community Liaison and
Co-Chair of Vancouver Food Policy Council
n) July 14. Food Preparation and Consumption at School
-
Think&EatGreen@School Project Milestone Report 2011
Appendices!
o) July 19: Public Procurement Policy Partnership between The
City of Vancouver, Think&EatGreen@SchoolsProject, UBC Food
Services, AMS Food and Beverage Department, Vancouver Parks and the
Vancouver School Board. July 21: Curriculum and Pedagogy
p) July 26. Food Production at School.
Fall 2010 – Spring 2011
q) October 22. Meeting of constitution of the Project’s Advisory
Committee, an arm’s length body comprised of scholars and food
& environmental advocates and practitioners
r) October 29. Meeting of the whole Think&EatGreen@School
team to support the mobilization of the LFS 250 and LFS 350
undergraduate students delivering, in 20 schools, the associated
Community Impact Projects or scenarios developed in consultation
with our school counterparts and all the Think&EatGreen@School
partners over three July meetings (Food Production at School; Food
Consumption at School; and Curriculum and Pedagogical innovations).
Those consultations produced 15 concrete school projects organized
into specific scenarios.
s) February 4 2011. Meeting of the whole
Think&EatGreen@School team to review the structure of the
Milestone Report and the research plans and commitments to be
included in the Report
t) Throughout Fall 2010 and Spring 2011, 379 UBC students in 6
courses participated in Community Impact Projects that take place
in schools. See below for detail.
Community Impact Projects: School Projects in 2010-2011
Land, Food & Community I (LFS 250), Fall 2010
200 students • Scenario I & II. Roots: Planting the seed for
a better education & a healthier environment. Food
Production at School: Garden Maintenance & Management Plan o
Community Partners (CPs): SPEC o Schools, Elementary: Tyee , Queen
Elizabeth, Bayview, Grenfell, L’Ecole Bilingue, Brock,
Van Horne, Grandview o Secondary: Gladstone, Kitsilano,
Vancouver Technical, David Thompson
• Scenario III. Discovering the grand classroom. Innovation in
curricula and ways of learning: Connections, Integration, &
Pedagogical Innovations
o CPs: SPEC, EYA o Schools, Secondary: Windermere, Gladstone
• Scenario IV. Healthy Food for a Healthy School. Assessment of
food availability at school o CPs: Sarah Carten o Schools,
Elementary: Sir John Franklin, Simon Fraser, Sir William Van Horne,
Queen
Elizabeth, Queen Alexandra, Grandview • Scenario V. (A&B).
Rethinking the places where we eat at school. Food Consumption:
Cafeteria /
Kitchen Infrastructure Assessment, Menu Evaluation and
Educational Signage o CPs: Sarah Carten, Steve Golob, Stephan
Gagnon o Schools, Secondary: David Thompson, Gladstone,
Windermere
Land, Food & Community II (LFS 350), Fall 2010 40 UBC
Students
1. Outdoor Classroom / UBC Teaching & Learning Garden &
UBC Farm 2. Using Vancouver School Board lands to build food
security 3. Earth Tub composting at David Thompson Secondary School
4. Composting business plan with Fresh Roots 5. Exploring the
Implementation of Salad Bars and Farm to School programs in
Vancouver schools
Land, Food & Community III (LFS 450), Spring 2011 30 UBC
Students
• UBC Farm, UBC campus & schools • Summer Institute
components
School of Architecture and Landscape Architecture (LARC 503),
Spring 2011 20 UBC students
1. Spaces of production 2. Communal spaces 3. Landscapes for
environmental services 4. Areas for artistic expression
-
Think&EatGreen@School Project Milestone Report 2011
Appendices!
Food Service Systems Management (FNH 440), Fall 2010 15 UBC
Students
• Management responsibilities in quantity food production with
emphasis on menu planning, purchasing and service
Nutrition Education in the Community (FOOD 473), Spring 2011 74
UBC Students
• Food, Nutrition and Health (FNH) 473 is a course that seeks to
put community nutrition education theories and methods into action.
examples of projects include facilitating nutrition workshops,
developing program resources (e.g., lesson plans; recipe books;
informational posters), facilitating cooking classes, and building
community through food.
New funding applications
February – March 2011: CIHR (2); IDRC/CIDA International Fund
for Research on Food Security to extend and adapt the project to
Ecuador and Chile; UBC Teaching and Learning Enhancement Fund (2
involving co-investigators from UBC’s Faculty of Education and
School of Landscape Architecture)
-
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-
Appendix 3
Working landscape from “inquiry to engagement” Think & Eat
Green @ School frames its collaborative work as a process of
community-engaged
scholarship. Our development of a map of community-university
research approaches (Figure 1) provided us with a common language
by which to articulate our progression through the landscape of
engagement. Our team members Rojas, Valley & Sipos (Rojas et
al., in review1) developed this map as a means of encapsulating our
attempt to understand changes in the CBAR projects which, after a
decade of evolution and trial and error, led to the formation of
Think & Eat Green @ School; now, this graphic helps us to
demonstrate movement towards CES over time. Although our model
greatly simplifies the components of CES into two axes, we have
attempted to distill the key components as a means of stimulating
discussion, alongside the visual demonstration. We have identified
two axes, where the x-axis runs from “inquiry” to “engagement,”
while the y-axis moves from university- to community-generated
research agendas. The former describes the continuum of activities
that can take place in research programs, such as gathering
information from secondary sources, observation, surveys, and
structured interviews to rural rapid appraisal techniques and
co-developing, facilitating and evaluating outreach interventions
with community partners. The latter particularly describes who
initiates and determines the research question(s).
Figure 1. Map of community-university research approaches. Think
& Eat Green @ School can claim that all members of the alliance
articulated the research agenda and its objectives, methods and
expected outcomes. Due to the large nature of the project, not all
of the research activities fall along the right-hand side of the
spectrum from inquiry to engagement; however, the map allows us to
articulate where our current (and future) activities fall along the
continuum. This provides a valuable perspective when planning and a
type of research compass that allows us to verify that our research
is in the realm of “action”. Based on our experience, the two
continua in the map have a positive relationship to each other. 1
Rojas, A., Valley, W. and Sipos, Y. (Manuscript submitted for
publication). From Inquiry to Engagement: A Reflection on 10 Years
of Community-Based Learning and Research on Food Security and
Sustainability at the University of British Columbia.
-
Application for a Grant
Page 1 PROTECTED WHEN COMPLETED
Social Sciences and Humanities
Research Council of Canada
Conseil de recherches en
sciences humaines du Canada
Internal use
IdentificationThis page will be made available to selection
committee members and external assessors.
Program name
396491
Application title
Community university collaborative project on food security in
Vancouver schools and institutional
adaptations to climate change
InitialsApplicant given name
Alejandro
Applicant family name
Rojas
Department/Division name
Faculty of Land and Food Systems
Full organization name
The University of British Columbia
Org. code
Full name of lead organizationOrg. code
Community-University Research Alliances (CURA)
Personal information will be stored in the Personal Information
Bank for the appropriate program. Complete Application
WEB2009/09/16
Yes NoDoes your proposal involve activity that requires a
permit, licence, or approval under any federal statute;
or physical interaction with the environment? If 'Yes', complete
Appendices A and B.
The University of British Columbia
1590111
1590111
Tri-Counciland submit your proposal to
Does your proposal involve human beings as research subjects? If
"Yes", consult the
Policy Statement: Ethical Conduct for Research Involving
Humansyour organization’s Research Ethics Board.
Yes No
1,000,000200,000200,000200,000200,000 200,000(from page 7)
Total funds requested from SSHRC
TotalYear 5Year 4Year 3Year 2Year 1
Signatures
Alejandro Rojas
For lead organization (President of university or non-academic
organization)
For lead organization (research office or financial
administrator)
The undersigned accept the terms and conditions as outlined in
the corresponding program description; the instructions
provided
with this form; and any conditions applied to a grant pursuant
to this application.
DateSignatureName
DateSignature
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DateName Signature
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Canadian Enviro. Issues - SRG
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sciences humaines du CanadaResearch Council of Canada
Conseil de recherches en Social Sciences and Humanities
Signature and Name of Authorized Delegate forOrganization
Signature, Name
and Organization of Co-applicant
Family name, Given name
I have read and agree to the requirements set out in the
"Signatures" section of the accompanying instructions.
Co-applicants' and Institutional Signatures
Rojas, Alejandro
Nagel, Rhianna
Environmental Youth Alliance Environmental Youth Alliance
Cochran, Liz
Independent co-investigator Independent co-investigator
Gagnon, Stephan
Independent co-investigator Independent co-investigator
Barnes, Michael
Public Health Association of British ColumbiaPublic Health
Association of British Columbia
Koc, Mustafa
Ryerson University Ryerson University
Miewald, Christiana
Simon Fraser University Simon Fraser University
Robinson, Joanna
Society forPromotion of Environmental Protection SPECSociety
forPromotion of Environmental Protection SPEC
Bomford, Mark
The University of British Columbia The University of British
Columbia
Bomke, Arthur
The University of British Columbia The University of British
Columbia
Chapman, Gwen
The University of British Columbia The University of British
Columbia
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sciences humaines du CanadaResearch Council of Canada
Conseil de recherches en Social Sciences and Humanities
Signature and Name of Authorized Delegate forOrganization
Signature, Name
and Organization of Co-applicant
Family name, Given name
I have read and agree to the requirements set out in the
"Signatures" section of the accompanying instructions.
Co-applicants' and Institutional Signatures (cont'd)
Rojas, Alejandro
Lomas, Cyprien
The University of British Columbia The University of British
Columbia
Mayer-Smith, Jolie
The University of British Columbia The University of British
Columbia
Mendes, Wendy
The University of British Columbia The University of British
Columbia
Riseman, Andrew
The University of British Columbia The University of British
Columbia
Skura, Brent
The University of British Columbia The University of British
Columbia
Crocker, Barbara
Vancouver Coastal Health Vancouver Coastal Health
Bays, Joanne
Vancouver Food policy Council Vancouver Food policy Council
Christopher, Carole
Vancouver Food Policy Council Vancouver Food Policy Council
Millsip, Kevin
Vancouver School Board Vancouver School Board
Overgaard, Valerie
Vancouver School Board Vancouver School Board
-
CID (if known)
Co-applicant Collaborator
Given name
Co-applicant Collaborator
Given name Initials
Full organization name
CID (if known)
Given name Initials
Full organization name
Co-applicant Collaborator
CID (if known)
Full organization name
CID (if known)
Co-applicant Collaborator
Given name
CID (if known)Co-applicant Collaborator
Given name
Full organization name
Full organization name
Conseil de recherches en
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PROTECTED WHEN COMPLETED
ParticipantsList names of your team members (co-applicants and
collaborators) who will take part in the intellectual direction of
the research. Do not include assistants, students or
consultants.
Role
Family name
Org. code
Department/Division name
Role
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Org. code
Department/Division name
Role
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Role
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Org. code
Department/Division name
Role
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Department/Division name
Initials
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Initials
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Social Sciences and Humanities
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Nagel Rhianna
Environmental Youth Alliance
N/A
1
LizCochran
Independent co-investigator1
N/A
Gagnon Stephan
Independent co-investigator1
N/A
Barnes Michael
1 Public Health Association of British Columbia
N/A
Koc Mustafa
1352011 Ryerson University
Sociology
Application WEB
Rojas, Alejandro
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CID (if known)
Co-applicant Collaborator
Given name
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Given name Initials
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CID (if known)
Given name Initials
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CID (if known)
Full organization name
CID (if known)
Co-applicant Collaborator
Given name
CID (if known)Co-applicant Collaborator
Given name
Full organization name
Full organization name
Conseil de recherches en
sciences humaines du Canada Family name, Given name
PROTECTED WHEN COMPLETED
Participants
Role
Family name
Org. code
Department/Division name
Role
Family name
Org. code
Department/Division name
Role
Family name
Org. code
Department/Division name
Role
Family name
Org. code
Department/Division name
Role
Family name
Org. code
Department/Division name
Initials
Initials
Initials
(cont'd)
Personal information will be stored in the Personal Information
Bank for the appropriate program.
Social Sciences and Humanities
Research Council of Canada
Page 3.1
Miewald Christiana
Simon Fraser University
Centre for Sustainable Community Development
1590611
JoannaRobinson
Society forPromotion of Environmental Protection SPEC1
N/A
Bomford Mark
The University of British Columbia1590111
Faculty of Land and Food Systems
Bomke Arthur
1590111 The University of British Columbia
Faculty of Land and Food Systems
Chapman Gwen
1590111 The University of British Columbia
Faculty of Land and Food Systems
Application WEB
Rojas, Alejandro
-
CID (if known)
Co-applicant Collaborator
Given name
Co-applicant Collaborator
Given name Initials
Full organization name
CID (if known)
Given name Initials
Full organization name
Co-applicant Collaborator
CID (if known)
Full organization name
CID (if known)
Co-applicant Collaborator
Given name
CID (if known)Co-applicant Collaborator
Given name
Full organization name
Full organization name
Conseil de recherches en
sciences humaines du Canada Family name, Given name
PROTECTED WHEN COMPLETED
Participants
Role
Family name
Org. code
Department/Division name
Role
Family name
Org. code
Department/Division name
Role
Family name
Org. code
Department/Division name
Role
Family name
Org. code
Department/Division name
Role
Family name
Org. code
Department/Division name
Initials
Initials
Initials
(cont'd)
Personal information will be stored in the Personal Information
Bank for the appropriate program.
Social Sciences and Humanities
Research Council of Canada
Page 3.2
Lomas Cyprien
The University of British Columbia
Faculty of Land and Food Systems
1590111
JolieMayer-Smith
The University of British Columbia1590111
Faculty of Education
Mendes Wendy
The University of British Columbia1590111
School of Community & Regional Planning
Riseman Andrew
1590111 The University of British Columbia
Faculty of Land and Food Systems
Skura Brent
1590111 The University of British Columbia
Faculty of Land and Food Systems
Application WEB
Rojas, Alejandro
-
CID (if known)
Co-applicant Collaborator
Given name
Co-applicant Collaborator
Given name Initials
Full organization name
CID (if known)
Given name Initials
Full organization name
Co-applicant Collaborator
CID (if known)
Full organization name
CID (if known)
Co-applicant Collaborator
Given name
CID (if known)Co-applicant Collaborator
Given name
Full organization name
Full organization name
Conseil de recherches en
sciences humaines du Canada Family name, Given name
PROTECTED WHEN COMPLETED
Participants
Role
Family name
Org. code
Department/Division name
Role
Family name
Org. code
Department/Division name
Role
Family name
Org. code
Department/Division name
Role
Family name
Org. code
Department/Division name
Role
Family name
Org. code
Department/Division name
Initials
Initials
Initials
(cont'd)
Personal information will be stored in the Personal Information
Bank for the appropriate program.
Social Sciences and Humanities
Research Council of Canada
Page 3.3
Crocker Barbara
Vancouver Coastal Health
N/A
1
JoanneBays
Vancouver Food policy Council1
N/A
Christopher Carole
Vancouver Food Policy Council1
N/A
Millsip Kevin
1 Vancouver School Board
N/A
Overgaard Valerie
1 Vancouver School Board
N/A
Application WEB
Rojas, Alejandro
-
Rojas, Alejandro
Social Sciences and Humanities
Research Council of Canada
Conseil de recherches en
sciences humaines du Canada Family name, Given name
Personal information will be stored in the Personal Information
Bank for the appropriate program.
Partners
Org. code
Org. code
Org. code
Full organization name
Full organization name
Organization type
Organization type
Organization type
Country
code code
E-mail
Initials
Contact family nameAddress
Address
Address
Initials
Initials
code code
Country
Country
Country Area Number Extension
Country Area Number Extension
code code
Country Area Number Extension
E-mail
E-mail
- Partners may be organizations in the public, private or
non-profit sectors. Individuals are not eligible as partners.
Enter complete information for each partner.
PROTECTED WHEN COMPLETED
Telephone number
Fax number
Given name
Contact family name
Given name
Contact family name
Given name
Telephone number
Fax number
Telephone number
Fax number
1
1 604
604 5122
801 5121
1400- 207 West Hastings Street
1
1
1
PO BOX 3001
CANADA
CANADA
CANADA
1 604 689 4446
1 604 730 0450
1 604 730 0451
1937 West 2nd Avenue
Lee
Marc
Rosen
[email protected]
Harrtley
Nield
Jeff
[email protected]
Environmental Youth Alliance
Full organization name
Application WEB
Page 4
City/Municipality
Vancouver
Prov./State
BC
Postal/Zip code
V6B1H7
City/Municipality
Vancouver
Prov./State
BC V6B3Y6
Postal/Zip code
City/Municipality
Vancouver
Prov./State
BC
Postal/Zip code
V6J1J2
Canadian Centre for policy Alternatives Association
Farm Folk/City Folk Society Association
Association
-
Rojas, Alejandro
Social Sciences and Humanities
Research Council of Canada
Conseil de recherches en
sciences humaines du Canada Family name, Given name
Personal information will be stored in the Personal Information
Bank for the appropriate program.
Partners
Org. code
Org. code
Org. code
Full organization name
Full organization name
Organization type
Organization type
Organization type
Country
code code
E-mail
Initials
Contact family nameAddress
Address
Address
Initials
Initials
code code
Country
Country
Country Area Number Extension
Country Area Number Extension
code code
Country Area Number Extension
E-mail
E-mail
(cont'd)
PROTECTED WHEN COMPLETED
Telephone number
Fax number
Given name
Contact family name
Given name
Contact family name
Given name
Telephone number
Fax number
Telephone number
Fax number
1
1 604
604 682 6807
408 5154
612 Main Mall
1
1
1
350 Victoria Street
CANADA
CANADA
CANADA
1 416 979 5042
1 416 979 5042
1 604 736 7732
1 604 736 7115
2150 Maple Street
Fryer
Margo
Venetsanopoulos
[email protected]
Anastasios
Robinson
Joanna
[email protected]
[email protected]
Ryerson University
Full organization name
Application WEB
Page 4.1
City/Municipality
Vancouver
Prov./State
BC
Postal/Zip code
V6A2V3
City/Municipality
Toronto
Prov./State
ON M5B2K3
Postal/Zip code
City/Municipality
Vancouver
Prov./State
BC
Postal/Zip code
V6J3T3
Learning Exchange, University of British Columbia Learning
association
Sociey Promoting Environmental Protection Association
University
-
Rojas, Alejandro
Social Sciences and Humanities
Research Council of Canada
Conseil de recherches en
sciences humaines du Canada Family name, Given name
Personal information will be stored in the Personal Information
Bank for the appropriate program.
Partners
Org. code
Org. code
Org. code
Full organization name
Full organization name
Organization type
Organization type
Organization type
Country
code code
E-mail
Initials
Contact family nameAddress
Address
Address
Initials
Initials
code code
Country
Country
Country Area Number Extension
Country Area Number Extension
code code
Country Area Number Extension
E-mail
E-mail
(cont'd)
PROTECTED WHEN COMPLETED
Telephone number
Fax number
Given name
Contact family name
Given name
Contact family name
Given name
Telephone number
Fax number
Telephone number
Fax number
1
1 604
604 215 1914
215 1914
110-1555 Charles Street
1
1
1
1580 West Broadway
CANADA
CANADA
CANADA
1 604 713 5000
1 604 713 5244
1 604 253 3575
1 604 253 2460
#200 Commercial Drive
Tracey
David
Overgaard
[email protected]
Valeries
Crocker
Barbara
[email protected]
Vancouver School Board
Full organization name
Application WEB
Page 4.2
City/Municipality
Vancouver
Prov./State
BC
Postal/Zip code
V5L2T2
City/Municipality
Vancouver
Prov./State
BC V6J5K8
Postal/Zip code
City/Municipality
Vancouver
Prov./State
BC
Postal/Zip code
V5L3Y3
Vancouver Community Agriculture Network Association
Vanouver Coastal Health Provincial/Territorial
government
Provincial/Territorial
government
-
Rojas, Alejandro
Social Sciences and Humanities
Research Council of Canada
Conseil de recherches en
sciences humaines du Canada Family name, Given name
Personal information will be stored in the Personal Information
Bank for the appropriate program.
Partners
Org. code
Org. code
Org. code
Full organization name
Full organization name
Organization type
Organization type
Organization type
Country
code code
E-mail
Initials
Contact family nameAddress
Address
Address
Initials
Initials
code code
Country
Country
Country Area Number Extension
Country Area Number Extension
code code
Country Area Number Extension
E-mail
E-mail
(cont'd)
PROTECTED WHEN COMPLETED
Telephone number
Fax number
Given name
Contact family name
Given name
Contact family name
Given name
Telephone number
Fax number
Telephone number
Fax number
1 604 873 7487
Vancouver City Hall 453 West 12th
1
CANADA
Christopher
Carole
[email protected]
Full organization name
Application WEB
Page 4.3
City/Municipality
Vancouver
Prov./State
BC
Postal/Zip code
V5Y1V4
City/Municipality Prov./State Postal/Zip code
City/Municipality Prov./State Postal/Zip code
Vanouver Food Policy Council Municipal
government
-
Global/Climate Change
Education
Environment and Sustainability
Other Anthropology
Other Sociology
Other Education
Interdisciplinary Studies
Other Environmental Studies
Social Sciences and Humanities
Research Council of Canada
Conseil de recherches en
sciences humaines du Canada
Family name, Given name
PROTECTED WHEN COMPLETED
Rojas, Alejandro
Research ActivityThe information provided in this section refers
to your research proposal.
Keywords
List keywords that best describe your proposed research or
research activity. Separate keywords with a semicolon.
Application WEBPersonal information will be stored in the
Personal Information Bank for the appropriate program.
Page 5
Food security; sustainable food systems; environmental
education; institutional adaptations to climate
change; community engaged scholarship
Areas of Research
Indicate and rank up to 3 areas of research related to your
proposal. Duplicate entries are not permitted.
4
5
Rank Code Area
1
2
3
63499
60299Ecological Anthropology
180
140
214
Rank Code
1
2
3
Discipline If "Other", specify
61499Collaboration across disciplines
70000
61299E nvironmental and Food security educat
Environmental sociology
Indicate and rank up to 5 disciplines that best correspond to
your proposal. Duplicate entries are not permitted.
Disciplines
Temporal Periods
If applicable, indicate up to 2 historical periods covered by
your proposal.
From To
YearBC AD
YearBC AD
-
ENGLAND
UNITED STATES
CANADA
North America
Western Canada
Social Sciences and Humanities
Research Council of Canada
Conseil de recherches en
sciences humaines du Canada
PROTECTED WHEN COMPLETED
Family name, Given name
Research Activity (cont’d)
Rojas, Alejandro
Geographical RegionsIf applicable, indicate and rank up to 3
geographical regions covered by or related to your proposal.
Duplicate entries are not permitted.
Rank Code Region
1
2
3
1
2
3
CountriesIf applicable, indicate and rank up to 5 countries
covered by or related to your proposal. Duplicate entries are not
permitted.
Rank Code
4
5
1130
1000
1100
1200
3204
Country Prov./State
BC
CA
Application WEBPersonal information will be stored in the
Personal Information Bank for the appropriate program.
Page 6
-
Application WEB
Personnel costs
Student salaries and benefits/Stipends
Undergraduate
34,20055 34,200Masters 34,200 34,20034,2005 5 5
17,20022 17,200Doctorate 17,200 17,20017,2002 2 2
Non-student salaries and benefits/Stipends
Postdoctoral
75,00033 75,000Other 75,000 75,00075,0003 3 3Year 3 Year 4Travel
and subsistence costs Year 1 Year 2 Year 5
Applicant/Team member(s)
1,6001,000Canadian travel 1,000 3,2003,000
3,0003,000Foreign travel 3,000 4,4503,650Students
1,200800Canadian travel 800 1,2001,200
2,5002,500Foreign travel 2,500 3,0003,000
Other expenses
2,000Professional/Technical services 1,500 1,500 2,0002,000
1,000Supplies 1,000 1,000 1,0001,000Non-disposable equipment
3,5003,500Computer hardware 3,500 2,0002,000
1,0001,000Other 1,000 1,0001,000Other expenses (specify)
7,800Communication of results 7,800 7,800 7,7507,750
35,000Workshp/ Communty/field activi 36,500 36,500
33,00034,000
15,000Compensation Partner Organizat 15,000 15,000
15,00015,000
Total 200,000 200,000200,000 200,000 200,000
Year 3
Social Sciences and Humanities
Research Council of Canada
Conseil de recherches en
sciences humaines du Canada
Funds Requested from SSHRC
Personal information will be stored in the Personal Information
Bank for the appropriate program.
PROTECTED WHEN COMPLETED
No. Amount
Year 1 Year 2
No. Amount No. Amount
Year 4
No. Amount
Year 5
No. Amount
Family name, Given name
Rojas, Alejandro
Page 7
For each budget year, estimate as accurately as possible the
research costs that you are asking SSHRC to fund through a grant.
For eachPersonnel costs category, enter the number of individuals
to be hired and specify the total amount required. For each of the
othercategories, enter the total amount required.
-
Principal Investigator: Dr. Alejandro Rojas
1
Budget Justification – Funds Requested from SSHRC
The following budget expenses refer to the costs incurred
through the research activities of the whole team and the overall
direction and management of the Project. Research activity expenses
include funding for personnel, including the salaries of graduate
students and replacement salaries for community-based
Co-Investigators. These expenses also include part-time staff
salaries for project administration and technical coordination
activities. The budget is requested to cover costs of making the
research alliance fully functional, ensuring a high level of
communication among the entire team. The budget will cover research
activities and support the implementation of Community Impact
Projects. The large number of co-investigators and organizational
partners requires significant support from a dedicated team that
includes salaries for the Project Coordinator, Project Community
Liaison, a Project Manager and Graduate Student Research Assistants
(GRA), and partial salary replacements or compensations for time
taking away from the regular responsibilities of three
Co-Investigators from community-based organizations. Funds are also
requested to cover expenses resulting from meetings of the whole
team, meal allowances, computer hardware and software,
dissemination activities, travel to conferences for the PI and team
members, and the implementation of a project website.
Personnel Costs
Students Salaries and Benefits: Wages and benefits for 5 MA/MSc
students at a rate of $19 per hour, for 10 hours per week, for 36
weeks per year and 2 doctoral students at a rate of $24 per hour,
for 10 hours per week, for 36 weeks per year. Funded student
participation will involve Master’s and PhD level graduate students
as GRAs. Non-student salaries and benefits: Salary and benefits for
the members of the CURA Coordinating Committee (CCC) include one
part-time Project Coordinator, one part-time Project Manager and a
Community Liaison at $25,000 per year each. Because of the truly
multi-stakeholder nature of this project, the intricacies of the
interrelationships among the many participants and partners, and
the complexity of the research framework and its multi-level
dissemination activities (not just academic dissemination, but also
outreach and public education), these three administrative and
technical positions are critical to the success of the project. The
Project Coordinator is a member of the CURA Project Coordinating
Committee (CCC) working directly with the PI in the day-to-day
functioning of the Project. He will be responsible for directing
communication and information between the GRAs and the PI &
Co-Investigators. The position will involve overseeing the
preparation of project resource materials and facilitating the
activities of the team by assisting the PI in coordinating the
overall project research and knowledge mobilization strategies, in
consultation with the Learning Centre at the Faculty of Land and
Food Systems (FLFS). The Project Coordinator will be responsible
for assisting the PI in recruiting, training, and logistic
supervision of GRAs. We intend to hire Will Valley, an elementary
and high school teacher on study leave, with many years of
involvement with environmental campaigns and experience in the
integration of school gardens with curriculum and community. He has
been involved, from the early stages, in the development of this
grant proposal and also has a strong interest and experience in
food and educational policy issues. Mr. Valley is currently a PhD
student in the Faculty of Land and Food Systems and his supervisor
is the Principal Investigator. The Project Manager is a member of
the CURA Project Coordinating Committee (CCC). She will work with
the PI in identifying potential project opportunities and
networking with other projects with similar goals elsewhere;
preparing project schedules and budgets; tracking activity progress
against schedules; maintaining the records management
infrastructure for project activities; acquiring and managing the
resources required to carry out project activities, such as
tracking time and resources devoted to various project activities
with the budgets; and, acting as a liaison between the
Financial
-
Principal Investigator: Dr. Alejandro Rojas
2
Services department and the project management for policy and
procedure and having signing authority on all project-related
expenditures. The Project Manager will be responsible for engaging
with a network of researchers and organizations in Ecuador, where
there is an expressed interest in implementing a similar project.
We are intending to hire Elena Orrego, MA in Anthropology, with
many years of experience and expertise in business management,
intercultural communication, and international and national project
management. She has excellent communication and practical conflict
resolution skills. Elena has volunteered her time and energy in all
aspect of the development of the full grant application. She has
been a Research Associate with the PI for over 20 years in their
work as researchers and trainers in intercultural communication and
inter-ethnic relations. She is currently a coordinator in a
University Partnerships Cooperation and Development program. The
projects main focus is an ecosystems approach to health, funded by
CIDA, between UBC and four Ecuadorian universities. The Project
Community Liaison is a member of the CURA Coordinating Committee
(CCC) and will be its direct link between the latter and the
community-based and area-based project partners. He will connect
the interests and practical concerns of the community-based and
area-based partners and co-investigators with the CCC. The
Community Liaison will also assist in communicating and
implementing the project goals and work plans through acting as a
bridge between all research partners and project stakeholders. To
that effect, the Liaison must work with the Project Coordinator,
GRAs and community- and area-based Co-Investigators in order to
facilitate engagement of school authorities. We intend to hire
Brent Mansfield, and elementary school teacher, school-community
garden coordinator, and member of the Vancouver Food Policy
Council. He has significant experience in community engagement and
the organization of food related programs in schools. He has
experience in food and educational policy issues and acted as the
CURA Community Liaison during the development of the CURA full
grant application.
Travel: It is our intention to make every possible effort to
minimize travel in the project to lessen the potential GHG
emissions of the project (approximately $8,520 per year). The
expenses are to support the participation of the PI, team members
and graduate students in national and international conferences.
Also some expenses must be allocated to travel costs of one
Co-Investigator that will travel once a year to team annual
meetings in Vancouver (Toronto-Vancouver).
Other expenses: Professional Technical Services: Expenses ($3000
per year) are to support the creation and maintenance of the
Project’s website and computer support for team members. Although
the Learning Centre in the FLFS at UBC will make significant
in-kind contributions, it is anticipated that in periods of staff
shortage there will be a need of contracting out staff with
specific skills (i.e. graphic designer). Supplies: Expenses ($1000
per year) for telephone, long distance calls, teleconferencing,
printer and facsimile toner cartridges, stationary, software and
other office supplies not provided by the participant organizations
in the Project. Non-Disposable Equipment: Computer hardware:
Laptops will be purchased for fieldwork, PCs, scanners, and
printers. Other: Purchase of academic software licences and
equipment maintenance if necessary. Other Expenses (specify):
Communication of Results: These expenses are to cover annual and
semi-annual CURA Project Coordinating Committee (CCC) meetings,
public outreach, conferences and all the production of promotional
materials to engage the community and other stakeholders.
Workshops, Conferences, Field Activities and Community Engagement:
Funds will be required for the organization of small, annual or
bi-annual conferences or summer institutes including the team and
other stakeholders (school teachers, parents groups) in the
project. In order to be successful in our Community
-
Principal Investigator: Dr. Alejandro Rojas
3
Impact Projects (CIPs), we need to engage community
participation through workshops. For our Field Activities, we also
anticipate significant expenses in the delivery of specific CIPs in
the schools. However, these cannot be specified at this point
because the methodology requires a process of careful consultation
and engagement of the schools communities where these projects will
take place. Expenses will include research costs (administration of
surveys, focus groups with parents, teachers and students; purchase
of materials for the construction of school-community gardens;
transportation of groups of university students to the schools;
technical supplies and others). Compensation for Partner
Organizations: We are also asking for $15,000 per year to
compensate contributions made to the Project by community-based,
partner organizations (EYA, PHABC and SPEC) that have
Co-investigators taking time from their regular work in order to
provide support for CURA Project activities.
Funds from Other Sources
Cash Contributions
Should this CURA project be funded at the level requested, the
University of British Columbia’s Vice President Research Office
will commit to a total cash contribution of $50,000 over five
years.
In-kind Contributions: *In-kind contributions for
co-investigators were calculated based on their
contribution time to the project and their estimated salaries,
benefits and overhead costs.
University of British Columbia - Faculty of Land and Food
Systems: Principal Investigator, Dr.
Alejandro Rojas: 40% of his working time ($120K per year total
salary). In addition of his research responsibilities, Dr. Rojas is
the Co-Instructor of LFS 250, the course in which the Project will
be substantially based. 1/3 of this course is directly dedicated to
the Project and practically all activities in the course provide
the background preparation for the 200 undergraduate students
involved in school projects. Also his graduate course LFS 502
(Participatory Research Methods) will have the Project as a central
component. Co-Investigator Dr. Brent Skura is a co-instructor of
LFS 250. Thus, besides his involvement in research activities, part
of his teaching time will be contributed to the background
preparation of the 200 undergraduate students involved in school
projects. In total he will contribute 10% of his working time to
the Project. Co-Investigator Art Bomke is a co-instructor of LFS
250. Besides his involvement in research activities, part of his
teaching time will be contributed to the background preparation of
the 200 undergraduate students involved in school projects. In
addition Dr. Bomke’s course LFS 350 will dedicate some working
teams of students to work in this Project. In total he will
contribute 10% of his working time to the Project. Co-Investigator
Dr. Andrew Riseman is the instructor of LFS 450, a course that will
contribute 10 working teams of fourth year students (50 in total)
to school projects. Thus, besides his involvement in the research
activities of the project, part of his teaching time will be
contributing to the background preparation of the undergraduate
students involved in school projects. In total he will contribute
10% of his working time to the Project. Co-Investigator Dr. Gwen
Chapman – apart from her involvement in the research activities of
the project, part of her teaching time will be contributed to the
background preparation of the undergraduate and graduate students
involved in school projects. In total she will contribute 10% of
her working time to the Project. Co-Investigator Cyprien Lomas - as
the Director of the Learning Centre, which provides support to all
teaching and research activities of the FLFS, he will contribute
directly or indirectly (through supervision of some of his staff)
to the project. In total he will contribute about 5% of his working
time. Co-Investigator Mark Bomford, Manager of UBC Farm will
dedicate 5% of his working time to the project. Teaching Assistants
in LFS 250 and 450 - 30% of the time of 8 TAs will be dedicated to
the Project through their activities in both courses. These TAs are
in charge of the breakout rooms where the students of both courses
spend about 50% of their time working in teams preparing for their
projects. 5
-
Principal Investigator: Dr. Alejandro Rojas
4
TAs from LFS 250 will work for 5 weeks for 12 hours per week
yearly ($28/hour) and 3 TAs from LFS 450 will work 5 weeks for 10
hours per week (per year) at the same rate. 260 undergraduate
students will work in the school projects - they will work directly
in the schools during 5 weeks, 6 hours per week. Overall,
approximately one-third of the course work is dedicated to the
Project. If their contribution is given a dollar value equivalent
to minimum salary ($8.00 per hour), their direct contribution to
CIPs (the specific time they will spend on the field activities in
the delivery of the Project) is 30 hours per week during the last
month of the term: 30x8x260= $62,400.
Faculty of Education: Co-Investigator Jolie Myers-Smith - in
total she will contribute 10% of her working time to the Project,
in addition to her supervision of two graduate students from her
Faculty who will be involved in the Project.
School of Community and Regional Planning: Co-Investigator Wendy
Mendes – apart from her involvement in the research activities of
the project, portions of her teaching time will be contributed to
the background preparation of the undergraduate students involved
in school projects. In total she will contribute 10% of her working
time to the Project.
Simon Fraser University: Co-Investigator Chris Miewald - in
total she will contribute 5% of her working time to the
Project.
Ryerson University: Co-investigator Mustafa Koc - in total he
will contribute 5% of his working time to the Project.
Vancouver School Board: annual in-kind from the VSB: $2,850 –
(Sustainability Coordinator); $4800 – (in-kind meeting space); $250
– (food/snacks for meetings); $800 – (Admin support); $3,300 –
(other in-kind VSB staff time – grounds, teachers, facilities, etc)
$12,000; Total VSB in-kind over 5 years $60,000.
Vancouver Coastal Health: Co-Investigator Barbara Crocker - over
the 5 years of the project, she will contribute 5% of her working
time + 20% for benefits. Another employee from VCH will join the
project in one year, on a similar basis.
Community Based Partners
We have estimated the joint in-kind contributions of our
community-based partners at $146, 656 (average 10% of the working
time from the Co-Investigators) for the five years of the project.
They will contribute specific expertise, experiences and resources
in the delivery of the various components of the project as
described in the Partnerships and Alliances section of this
proposal. Their contribution is essential to guarantee that the
project is a true representation of community-engaged scholarship
and to ensure the community relevance of the Community Impact
Projects.
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Full organization nameContribution type
Confirmed
Application WEB
Family name, Given name
Rojas, Alejandro
Total funds from other sources 304,462 304,461
Year 1Year 5
x
x
Co Investigators Community based partner
Vancouver School Board
The University of British Columbia
Other - Students and TA's
Other - plus Co-Investigators
Funds from Other Sources
Personal infomation will be stored in the Personal Information
Bank for the appropriate program.
In Kind
Cash
In Kind
In Kind
In Kind
29,332
173,090
80,040
10,000
12,000
Year 2
29,331
173,090
80,040
10,000
12,000
Year 3
29,331
173,090
80,040
10,000
12,000
304,461
Year 4
29,331
173,090
80,040
10,000
12,000
304,461
29,331
173,090
80,040
10,000
12,000
304,461
Conseil de recherches en
sciences humaines du Canada
Social Sciences and Humanities
Research Council of Canada
You must include all other sources of funding for the proposed
research. Indicate whether these funds have been confirmed or not.
Where applicable, include (a) the partners’ material contributions
(e.g. cash and in-kind), and (b) funds you have requested from
other sources for proposed research related to this
application.
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Principal Investigator: Dr. Alejandro Rojas!
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1. Statement of Relevance
This project emerges from concerns about the vulnerabilities and
resiliency of our global food
systems, and its local manifestations [1,2,3,4,5].!According to
the recent High Level Conference on
World Food Security, “securing world food security in light of
the impact of climate change may be one
of the biggest challenges we face in this century” [6]. In the
past, food security was associated primarily
with obtaining sufficient food, however, the concept has evolved
to encompass a broader set of
ecological, social, and economic considerations including
nutrition, moral and cultural acceptability or
appropriateness, safety, ecological sustainability,
self-reliance, social justice and human dignity [7,8,9].
Although food security issues may be most apparent in developing
countries, issues including hunger,
obesity, access to sustainable food sources, and vulnerability
to ecological crises, are prevalent in
Canada [10,11,12, 13].
Recent provincial legislation in BC requires all public
institutions to be carbon neutral by 2012 [14].
As part of this mandate, all public agencies will have to reduce
and offset emissions in order to achieve
GHG emission neutrality as well as report on their operational
and behavioural changes each calendar
year. As recent studies have demonstrated, diets are emerging as
significant contributors to carbon
footprints, accounting for up to twice the amount of equivalent
CO2 emissions as driving in North
America [15]; and for 70% of the Canadian population, food is
the most significant contributor to
household ecological footprint [16]. In Europe the concerns are
similar [17]. It is evident that public
school food systems, and the policies that guide them, have the
potential to drastically affect overall
institutional emissions [18,19,20].
To achieve food security and sustainability, it is crucial to
overcome the ‘distancing’ and
disconnection that characterizes the current global food system.
Spatial, temporal, economic and social
distancing contribute to epistemological and psychological
distancing: “few consumers have much
knowledge of the biological, social or technical parameters and
implications of food production in the
global village” [21,22,23,24]. Strategy 20 of the BC Agriculture
Plan directly identifies the growing
divide between youth and the origins of their food, and stresses
the need to reconnect young people with
the land, link urban and agricultural communities together and
provide hands-on learning opportunities
to the leaders of tomorrow [25]. These goals coincide fully with
the central objectives of our project and
the objectives of the CURA program and the Canadian
Environmental Issues–Special Call. The
participants in our project - principals, teachers, community
food security organizations, food providers,
policy makers, health and education governance institutions,
school children/youth, university students
and professors - will be investigating new ways of integrating
teaching, research and community service
learning as well as exploring new methods for integrating
environmental sustainability into their
research, classrooms, policy and organizational mandates. The
complexity involved in shifting
institutional and regional food systems towards sustainability
and adapting to climate change will
require creating new expertise in all aspects of the food
system, from agricultural production (and its
associated inputs) through to processing, packing, transport,
retailing, home storage and preparation, and
final disposal, as well as experts in institutional adaptations
to climate change. These are enormous
undertakings that can only be attained through strong
collaboration and mutual aid and learning among
the key stakeholders.
Stakeholder participation and collaboration is a foundational
tenet of our guiding methodology,
Community-Based Action Research (CBAR) [26]. The successful
outcomes of CBAR are the practical
applications of the research process. Community decision-making
guides the actions of the project and
immediately benefits the communities involved in the research.
Thus, the research and the application
nourish each other, creating a narrative of best practices,
which will have applications in other
jurisdictions. The project will be a success when the community
is well along the path towards a
sustainable food system with progressive policy, dynamic
community networks and citizens aware of,
and engaged in, actions that will support their own health and
the health of the planet.
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Principal Investigator: Dr. Alejandro Rojas
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2. Summary of Proposed Research
Community University Collaborative Project on Food Security in
Vancouver Schools and
Institutional Adaptations to Climate Change: Our global food
system has delivered an unprecedented
capacity to increase food production and distribution. However,
this has had a striking impact on the
environment and depletion of natural resources without resolving
the problems of hunger and
widespread malnutrition, particularly affecting children [1].
Through recognizing food as a fundamental
element of the organization of society, this collaborative
research project addresses the critical issues of
regional food security, food system sustainability, and
institutional adaptations to climate change within
the context of Vancouver schools. It will do this through the
following activities: 1) exploring ways in
which the school system can contribute to reconnecting people,
food, and the environment; 2) engaging
in curriculum development and integration to promote
understanding of food system sustainability and
opportunities for students to connect with their sources of
food; 3) developing concrete policy
recommendations for mitigating the environmental impacts of
institutional food systems; and 4)
strengthening networks of food security organizations to enhance
regional access to sustainable food
procurement sources, enabling key stakeholders in the local food
system to be actively engaged.
Through community-based action research and collaboration with
key regional food security, health,
education, and environmental organizations, we will investigate
food security and sustainability issues
with students, parents, staff, and administrators of Vancouver
schools, with a direct involvement of
university students in school-based projects. We will examine
the nutritional, ecological, social and
economic practices of school cafeterias and other food delivery
programs; the environmental, social and
economic impact of on-site food production, processing and
preparation on these practices; the influence
of curriculum on student learning about the relationships
between food security, sustainability and
climate change; and, the impacts of creating a sustainable
school food system as a method of decreasing
environmental impacts and contributing to institutional
adaptations to climate change. The originality of
this collaborative research initiative lies in its broad
evaluation of school food programs, practices, and
policies from the perspective of system sustainability
(ecological, social and economic) and adaptation,
the creation of linkages to community and city-wide food policy,
and population health promotion. All
of this is situated under the broad concept of Food Security,
meaning that the sustainability concerns
will not be addressed in isolation; rather, the issues will
always be considered in-context with other
aspects of food security (availability, acceptability,
appropriateness, affordability, and safety).
The accomplishment of the project objectives will contribute
theoretical understanding (knowledge
creation) and practical applications (action and knowledge
mobilization) in the areas of food education
across the curriculum, food policy for schools, and food system
changes that will support environmental
sustainability, including: 1) evaluating and developing food
related curricula with a focus on food
system sustainability and public institutional adaptations to
climate change; 2) evaluating, with the
Vancouver School Board, the need for new policy to increase food
security in schools and decrease
institutions’ contributions to climate change; 3) contributing
to the creation of food policy and practices
that promote a sustainable regional food system; 4) creating
connections between university and
community that will extend beyond the future of this project;
and, 5) linking theoretical learning to
practical application to educate university and high school
students (as well as ourselves) as
professionals and citizens with a sound knowledge of the
relationships between food security,
sustainability, and climate change.
New provincial legislation in BC requires all public
institutions to be carbon neutral by 2012; school
boards across the province will be required to report on their
operational and behavioural efforts to
decrease their overall greenhouse gas emissions. Food systems
are amongst the greatest contributors to
institutional carbon footprints and policy that deals with their
role will therefore be of great importance.
It is our hope that this research can be used by other school
boards in the province, across Canada and
beyond, as well as other divisions of the public sector, in
their necessary shift toward carbon neutrality
and system sustainability. !
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Principal Investigator: Dr. Alejandro Rojas
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3. Detailed Description
Problem and Significance:
This project emerges from concerns about the vulnerabilities and
sustainability of our global food
systems and its local manifestations [1,2,3,4,5]. According to
the recent High Level Conference on World
Food Security, “securing world food security in light of the
impact of climate change may be one of the
biggest challenges we face in this century” [6]. In the past,
food security was associated primarily with
obtaining sufficient food; however, the concept has evolved to
encompass a broader set of social, ecological
and economic considerations. The conceptual framework of our
collaborative research project is based on
our definition of Food Security, which encompasses the
dimensions of Affordability, Availability,
Accessibility, Appropriateness (nutritionally, culturally, and
morally), Safety, and Sustainability
(represented by the acronym AAAASS). In this multi-dimensional
definition of food security we both
recognize and emphasize the reciprocity of human and ecological
health in which “food system
sustainability” plays a critical role [7,8,9,10]. Although food
security issues may be most apparent in
developing countries, issues including hunger, obesity, access
to sustainable food sources, and vulnerability
to ecological crises, are prevalent in Canada [11,12,13,14].
It is through an environmental sustainability paradigm that our
project confronts the need for
systematic change in the way societal institutions function in
order to avoid the potentially
devastating impacts of climate change. Initiatives that address
food security as defined above, have
positive, congruent outcomes that coincide with efforts to
address climate change. For 70% of the
Canadian population, food is the most significant contributor to
household ecological footprint [15].
In the EU the concerns are similar as over 30% of GHGs from
consumer purchases come from
the food and drink sector [16,17]. The latest conservative
estimates from the Food Climate
Research Network in the UK suggest that almost one-fifth of the
UK’s total GHG emissions are
associated with their food and drink [18,19]. And, a recent
study in London has identified public
institute food procurement as having a particularly large part
to play in the GHG emissions in the
city [20]. The analysis also shows that London’s food system
overlaps with all other major sectors
that contribute to overall GHG emissions in the Climate Change
Action Plan, demonstrating that
actions taken to mitigate climate change in the food sector will
coincide with efforts in other
sectors [21].
To achieve food security, which is inseparable from
sustainability, it is crucial to overcome
the ‘distancing’ and disconnection which characterizes the
current global food system. Spatial,
temporal, economic and social distancing contribute to
epistemological and psychological distancing:
“few consumers have much knowledge of the biological, social or
technical parameters and
implications of food production in the global village”
[22,23,24,25]. Our educational system has
proven to be a highly effective medium through which issues of
important social change influence
the youngest members of our society, and this influence can be
used to change our food culture.
Schools have campaigned successfully against racism, homophobia,
and smoking. Schools are
avenues through which students have learned about the 3Rs
(reduce, reduce and recycle) and many
have had a long history incorporating agriculture into the
classroom. The problems we are facing
require a profound change in the cultural fabric of our society,
and it is natural that the
educational system, as one of the most powerful agencies of
socialization, be considered a key
avenue through which such change can be spearheaded. Food offers
great opportunities to integrate
knowledge and skills across disciplines because it provides a
palpable connection between humans
and nature. Strategy 20 of the BC Agriculture Plan identifies
the growing divide between youth
and the origins of their food, and stresses the need to
reconnect young people with the land, link
urban and agricultural communities together and provide hands-on
learning opportunities to the
leaders of tomorrow [26]. By increasing food and sustainability
literacy together in our educational
systems, we can begin to overcome passivity, and the uncritical
and dependent consumerism that
characterizes our society’s relationship with food. As Wendell
Berry [27] states, we need people to
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Principal Investigator: Dr. Alejandro Rojas
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begin to “eat responsibly” and an understanding of the
complexity of our food system and its
impacts on ecosystems is a necessary precursor for this change
to occur. This is also the initial
step towards fostering a food culture, in which consumers are
‘food citizens’ who understand the
impacts of their food choices on social, ecological and economic
sustainability [28].
In Vancouver, a recent resurgence in the popularity of school
gardening is occurring to help
young people understand their connection to the earth through
the food they grow. Our community
co-investigators and partner organizations are key players in
this emergent movement (refer to the
Partnerships & Alliances section). Through public health
organizations, school salad bars and farm-
to-school programs have been initiated to improve understanding
of the links between healthy food,
healthy bodies and healthy communities. Non-profit groups have
been creating programs to develop
and incorporate school gardens into the school curriculum and
engage youth with the sources of
their food. Educational researchers at the UBC Farm have been
providing opportunities for
elementary classes to learn how to grow their own food through
intergenerational mentorship with
community members, and concurrently are developing
farm-to-school curriculum resources for
teachers to draw upon. At UBC, the assessment and change of the
university’s food system has
been a pillar of an 8-year, collaborative project between
students, staff, faculty, and campus food
providers [29]. However, most of these groups are working
independently, without sufficient
knowledge of related initiatives that are being undertaken
throughout the city. Each organization
feels the constraining of time and resources that are
perpetually lacking in these ventures. This
research collaboration will create synergies between project
partners to strengthen our collective
efforts beyond what is possible through individual research
grants. Insights from projects that would
normally be kept within the structures of an organization will
now be shared, providing
opportunities for impact in areas that have been kept apart.
Best practices will be linked with
curriculum and policy, amplifying the outcomes of individual
efforts through new networks of
cooperation.
Due to the complex nature inherent in a school food system, our
CURA project requires the
collaboration of experts in nutritional sciences, agroecology,
public health, curriculum development,
school and city policy, adaptations to climate change, urban
agriculture, community service learning
and youth engagement. By the end of the project, new leaders and
experts in all aspects of
sustainable food systems will emerge at the undergraduate,
graduate, professorial, professional and
community levels. The knowledge generated through this project
will inform other school boards
and public institutes throughout North America and beyond. These
organizations can learn about
the necessary transformations towards more sustainable food
systems through our successful
experiences.
This project has been informed by examples of successful policy
and initiatives documented
locally and elsewhere [30,31,32,33,34]. In California, the
School Lunch Initiative in the Berkeley
Unified School District [35] has had tremendous success in
promoting healthy, seasonal, locally
grown food in school cafeterias. They have created district-wide
food and garden-based curricula
and have made remarkable changes to district food policy. One of
the keys to their success is the
ongoing collaboration with community-based food security
organizations, which provide specific
support and expertise that is often difficult to find in a
school system. The lessons from California
can provide guidance to our systems but truly meaningful policy
changes will only be successful if
they are investigated in our region because climatic,
ecological, cultural and political specificities
play an important role in determining the extent to which
certain aspects of a regional food system
can be realistically altered. Other jurisdictions within the
province, within Canada and around the
world, will be able to initiate transformations within their own
food systems drawing lessons from
the documentation of our project’s intended outcomes. We will
endeavour to identify universal
barriers that each locality will come upon due to the current
global nature of our food systems,
and articulate narratives describing the principles and
processes that guide success stories. The
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Principal Investigator: Dr. Alejandro Rojas
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involvement of researchers from Ryerson University and the PI’s
involvement in research in Latin
America will augment the project and deliver the CURA outcomes
outside of BC.
Mission and Objectives:
Due to the urgency of our current situation and the need for
action in implementing school
food system transformation, the mission of the proposed research
project is to contribute theoretical
understanding (knowledge creation) and practical applications
(action and knowledge mobilization) in
the areas of food education across the curriculum, multi-level
food system changes (in production,
procurement, distribution, delivery, preparation, and end
products recycling/composting) that will
support regional food security with an emphasis on environmental
sustainability and policy
recommendations for schools.
To achieve this mission, our project team has identified the
following objectives:
1. Develop and evaluate food-related curricula/activities
focused on food system sustainability and
institutional adaptations to climate change, grounded in a food
security (AAASS) paradigm;
2. Evaluate with the Vancouver School Board opportunities for
policy development and adaptation
to increase food security in schools, decrease environmental
impacts of school food systems,
and promote a sustainable regional food system;
3. Link theoretical learning to practical application to educate
university, high school and
elementary students, teachers, and citizens (ourselves included)
with a sound knowledge of the
relationships between food security, sustainability, and climate
change;
4. Pilot specific Community Impact Projects with engaged school
communities and elsewhere, to
investigate the adaptations needed to fulfill the above
objectives;
5. Further develop the connections between community-based
action research and community
service learning in creating community-engaged scholarship;
6. Create connections between university and community that will
extend beyond this project.
Through consultation with community partners, the project has
been divided into three separate yet
interdependent themes: Pedagogy, Practices, and Policy. These
themes are represented by different
Community Impact Projects (CIPs) and under the direction of
separate groups of co-investigators; however,
there will be considerable overlap and complementarity between
the CIPs as actions in one project will
influence the directions of another. In the interface of the
Pedagogy and Practice themes, there will be
collaborative projects in K-12 classrooms that contribute to
students’ understanding of and participation in a
more local and sustainable food system; teacher education
through professional development workshops,
seminars and symposia helping teachers build support networks,
skills, and knowledge needed to facilitate
practical and conceptual training in all areas of local foods
systems; off-site curriculum development
through integrating and supporting the growth of community
organizations to develop best practices in
working with youth and engaging them in environmental leadership
training that can serve as models for (or
collaborate with) in-school programs; development of school
gardens to establish connections between
sustainable school gardens and food served in cafeterias and
decrease nutrient waste through establishing
working compost systems on school grounds. These themes will
address the following research questions:
1. What are the best methods for building, managing, sustaining,
and integrating into the
curriculum school vegetable gardens and fruit orchards?
2. What are the best methods for increasing food and
sustainability literacy amongst schoolteachers
and students?
3. How can cafeterias and other school food services be
integrated in the school curriculum to
provide learning opportunities for all students to obtain
fundamental skills of planning, preparing,
cooking and consuming healthy, nutritious and wholesome meals
within an agreeable,
community-enhancing and inviting physical space?
4. How can community-engaged scholarship enhance undergraduate
and graduate student learning
of food systems sustainability?
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Principal Investigator: Dr. Alejandro Rojas
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Within the Policy theme, there will be investigations in changes
to policies that would address the
need for simplification in the process of creating and
maintaining school gardens; guidelines to local and
sustainable food procurement; policy for decreasing the overall
environmental impacts of a school food
system; and, policies orientated to make cafeterias and other
methods of food delivery within schools
functional to the goals of secure and sustainable school food.
This theme will address the following
research question:
5. What policy changes can be developed to create a sustainable
school food system and at which
appropriate level (school, school board, city, province) will
these changes need to take place?
The efforts in each theme will benefit from the confluence of
the top-down and bottom-up approaches
inherent in the project. The Pedagogies and Practices themes are
more focused on the latter, having on-site,
classroom oriented CIPs. The Policy theme will have CIPs
investigating more of the former approach,
requiring an understanding of the successful outcomes from the
other two themes to guide its
recommendations.
Structure of the Research Alliance and Governance:
The proposed research builds upon and enhances the complexity,
scope and impact of a
project that has already been underway for 10 years, involving
2,000 students from the Faculty of
Land and Food Systems’ – the Food System Project in Vancouver
(FSPV). From 2000-04 and
2007-08, 7 cohorts have been involved in carrying-out food
security assessments in Vancouver’s 23
‘communities’ [36]. In 2004-05, the students focused on
Vancouver high schools with the
permission of the Vancouver School Board (VSB), whereby 60 UBC
student teams (7 members
each) developed a research design for investigating food
security in 2 of the 18 Vancouver high
schools and their catchment areas; also pilot projects were
conducted in two schools, including 60
focus groups and pre-testing of a questionnaire with 300 high
school students, with the intent to
elaborate and refine a methodology for subsequent stages of
study. Through the process of seeking
formal funding for the CURA project, a new level of community
collaboration has been created.
For the past 10 years, the project has primarily had a
university-generated agenda, shaped and
developed by the Land and Food Systems teaching team at UBC;
although there has been varying
degrees of community collaboration through guest lectures and
dialogue with partner organizations.
The results of the past years’ research have been translated
into recommendations sent to the
Vancouver City Council and the Vancouver Food Policy Council,
while mutually enriching learning
was obtained from the latter’s involvement in the project.
We have conceptualized the relationship between the university
and the community