Developing-A-CurriculUM (DACUM) Workshop Report

Developing-A-CurriculUM (DACUM)

Workshop Report

on

Sustainable Small Farm Agriculture Enterprises

November 30, 2012

Workshop Conducted By:

Sustainable Agriculture Education (SAgE) Collaborative

Contributing Collaborative Partners:

Skagit Valley College

National Science Foundation

This material is based upon work supported by the National Science Foundation under Award No. 1205107. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do

AGENDA

Focus Question:

“What is the expected work profile of a typical Sustainable Small Farm Agriculture Enterprise and what knowledge, skills, and attributes are required to do this work?”

8:30AM Welcome - Laura Cailloux, Skagit Valley College Dean, and Claus Svendsen, Skagit Valley College Faculty

Overview of the Sustainable Agriculture Education (SAgE) Collaborative - Jason Niebler, Edmonds CC Faculty

9:00AM Introduction by the participant panel

Introduction to the Developing-A-CurriculUM (DACUM) process and Agenda - Dave Cunningham, Facilitator

Workshop Phase I

Mapping the work profile of a typical Sustainable Small Farm Agriculture Enterprise

Break

Finalizing the work profile

Noon Lunch

1:15PM Refining the work profile and component tasks Prioritizing the component tasks

Break

Workshop Phase II

Mapping the Knowledge, Skills, and Attributes (KSAs) required of those working for a Sustainable Small Farm Agriculture Enterprise

Break

Finalizing the KSAs Wrap-up discussion

4:30PM Adjourn

PARTICIPANTS

Joe Bennet - Consultant, Pacific Organics Inc.

Dave Boehnlein - Education Director, Bullocks Permaculture Homestead

Steve Crider - Liaison, Government and Industry Relations Dept. at Amy’s Kitchen

Chris Elder - Farm Manager, Viva Farms

Ben Goe - Manager, Produce Dept. at Skagit Valley Food Co-op

Jim Meyer - General Manager, Cascadian Farm

Anza Muenchow - Owner, Maha Farm

Jules Riske - Manager, Variety Trails and Research Development Dept. at Osborne Seed Co.

Sarita Schaffer - Director, Viva Farms; Ag. Educator, WA State University Skagit Co. Extension

Anne Schwartz - Owner, Blue Heron Farm; Executive Committee, Tilth Producers of WA

Tim Terpstra - Manager, Organic Vegetable Sales Dept. at Ralph’s Greenhouse

Facilitator and Community College and University Faculty Observers

Martha Aitken - Senior Associate, WA State University King Co. Extension

Laura Cailloux - Dean, Workforce Education at Skagit Valley College

Dave Cunningham - DACUM Facilitator, Cunningham Enterprises

Brad Gaolach - Director, WA State University King and Pierce Co. Extension

Tim Hohn - Faculty, Dept. of Horticulture at Edmonds CC

Jason Niebler - Founder and Director, SAgE; Faculty, Dept. of Horticulture at Edmonds CC

Grace Sparks - Faculty, Dept. of Biology at Seattle Central CC

Claus Svendsen - Faculty, Dept. of Environmental Conservation at Skagit Valley College

INTRODUCTION

The Sustainable Agriculture Education (SAgE) Collaborative is led by Edmonds Community College (EdCC) in partnership with Skagit Valley College (SVC), Seattle Central Community College

(SCCC), and Washington State University (WSU). The genesis of the SAgE Collaborative stems from an understanding of the imperative action that we as a global society must take to steward our local ecosystems and natural resources in concert with securing the basic food needs of our growing and urbanizing populations, and the recognition that community colleges, and education institutions in general, play a pivotal role in the advancement of such action. The mission of the SAgE

Collaborative, therefore, is to address the coupled environmental and ecological processes and socioeconomic, political, and cultural complexities related to sustainable food systems within and beyond the Puget Sound bioregion through innovative education, collaborative research, and community partnerships.

In August 2012, the SAgE Collaborative was awarded a $900,000, three-year project grant from the National Science Foundation Advanced Technological Education program (DUE-1205107). The project goal is to increase the number of sustainable urban and small farm agriculture specialists who have the education and training to meet current and projected workforce demand in the Puget Sound bioregion and farther afield. As an initial step toward the attainment of this goal, the SAgE Collaborative conducted two ‘conceptual’ Developing-A-CurriculUM (DACUM) workshops with subject matter expert participants who represent diverse enterprises within sustainable urban and small farm agriculture sectors. A conceptual DACUM is intended to ‘conceptualize’ the work profile and knowledge, skills, and attributes (KSAs) associated with an emerging occupation, such as a sustainable urban or small farm agriculture specialist. Given its proximity to rural farmland, the SVC workshop focused on the small farm context, the results of which will be used to guide the

RESULTS

Emergent Sustainable Small Farm Agriculture Enterprise examples in Skagit County, WA:

Utilizing small-scale, low-tech, and low-carbon footprint equipment, materials, and supplies

Designing integrated farm systems (e.g. free-range animals consume residuals and fertilize fields)

Growing diverse crops and/or raising farm animals for one to 25 acre small-scale operations

Adopting value-driven integrated and diverse production practices to enter niche markets

Developing single-farm to multi-farm Community Supported Agriculture (CSA) programs

Creating and fortifying small farm community partnerships based on a common value system

Establishing financial and policy mechanisms that support small farm development and viability

Mentoring young farmers committed to eco-socio-economically sound agriculture practices

Attributes

Analytical and Practical

Ethical and Effective Bold and Resourceful Communicative and Responsive

- Thinks holistically and in terms of systems - Demonstrates Jack-of-all-trades abilities - Follows-through on project development - Remains calm under pressure and patient with ambiguity

- Solves problems creatively

- Empathizes with colleagues and customers

- Shows up on time - Follows-through on commitments to employees and customers

- Pays attention to detail and timely completion of projects

- Makes difficult decisions with confidence

- Understands the value of business reputation

- Conceptualizes and expresses clearly sound ideas and a vision - Focuses on productive and successful outcomes - Evaluates and takes risk and is a life-long learner - Works independently and is self-motivated - Exhibits a passion for the small farm

philosophy and community

- Listens and responds well, having exemplary people skills

- Maintains good rapport with colleagues and customers

- Collaborates with colleagues in the pursuit of a common goal - Displays charismatic behavior and is extroverted, often leading by example

Work Profile

Functions

Challenging and Common Tasks

Purple = most challenging and also most common tasks; Brown = most challenging tasks; Blue = most common tasks

Whole Farm Planning

A

Designing a farm site and plan

A1 Planning the integration of wild and cultivated plants A3 Designing and selecting appropriate equipment A5 Planning for crop production A7 Buying and maintaining equipment A9 Maintaining food safety regulations A11 Producing marketable crops (e.g. selection, fertilizer, pest and disease management, irrigation) A12 Planning for pests (e.g. prevention, responding, monitoring) A13 Navigating the planning process (e.g. codes, zoning, permitting, licensing) A14 Planning for ecological integrity of the whole farm A15 Implementing zero-waste practices A2 Integrating wild and cultivated plants A4 Planning for climatic events (e.g. floods, drought, fire) A6 Planning for short and

long-term fertility A8 Planning for cultivation A10 Planning the planting schedule A16 Production Management B Harvesting B1 Saving seeds B2 Irrigating (e.g. operating, optimizing, repairing, maintaining) B3 Incorporating a comprehensive soil building program B4 Experimenting with and developing breeds B5 Managing weeds, pests, and disease B6 Managing animals (i.e. animal husbandry) B7 Operating and maintaining tools and equipment B8 Managing the crop cycle (e.g. timing/rotation, cover crops, soil tests,) B9 Pruning and maintaining perennials B10 Propagating plants B11 Producing crops (field work of all kinds) B12 Marketing & Distribution C Finding and developing markets C1 Merchandizing (e.g. displaying produce/products) C2 Pricing and negotiating pricing C3 Crop forecasting (e.g. anticipation, communication) C4 Developing public relations and branding C5 Developing strategies for diverse markets C6 Developing marketing materials C7 Performing market research C8 Disseminating materials C9 Providing customer service C10 Developing a distribution network C11 Researching direct marketing standards C12 Business Administration D Managing people (e.g. communications, delegation) D1 Keeping records (e.g. seed sources, germination, yield, materials) D2 Enterprise planning D3 Assessing and analyzing profitability D4 Hiring, training, and firing (common human resource practices) D5 Managing finances (e.g. loans, leases, accounts, taxes) D6 Supporting forward motion of a task D7 Time management and tracking labor efficiency D8 Post-Harvest Handling E Sorting and grading produce E1 Managing storage and refrigeration E2 Producing value-added products E3 Slaughtering and packaging meat E4 Organizing products for diverse markets E5 Packing and packaging products E6 Organizing and restocking supplies E7 Ag-Culture Development F Building healthy communities (e.g. networks, local economies, multiplier effects) F6 Identifying appropriate support resources F1

Working for the triple bottom line (i.e. people, place, profit) F2 Applying proper body mechanics F3 Building the ‘local’ skills bank F4 Fostering a positive rural life-style ethic F5

Knowledge

Most critical knowledge

Agricultural Production A Biology B Marketing C Systems Thinking D

Rules & Regulations E

Applied mechanics A1

Plant nutrient management B1

Farm production and products (e.g. diversity, storage, flavor, nutrition)

C1

Historical agriculture systems (e.g. global cultural perspectives,

sustainability concept) D1

Legal aspects of farming E1

Standard irrigation systems A2

Soil science and hydrology B2

Inventory management rotation C2

Farm opportunities and constraints D2

Standard food handling practices and food safety

E2 Common season extension practices

A3

Ecology and agro-ecology B3

End-user needs C3

Employee professional development D3

Agricultural history E3

Weed management approaches A4

Horticulture fundamentals B4

Business basics (e.g. cash flow) C4

Farm strengths and capabilities D4

USDA grading standards E4

Standard humane practices A5

Animal husbandry B5

Industry quality standards C5

Permaculture design basics D5

Agricultural policy (state and federal) E5

Common farm equipment and application

A6

Plant pathology B6

Branding concepts (e.g. naming process, narrative, consistency)

C6

Northwest small farm enterprise management

D6 Greenhouse science (e.g. control

mechanisms, fertility, irrigation) B7

Market supply and demand C7

Employees’ strengths and weaknesses D7

Entomology basics B8

Production cost calculations C8

Farm management prioritization D8

Crop cultural requirements B9

Space dynamics or traffic flow (e.g. farmers’ market, road-side stand)

C9

Visual impact of marketing C10

Consumer behavior analysis C11

Skills

Most critical and challenging skills

Bio-Physical A Technical B Interpersonal C Baseline Technical D Information Systems E Landscape Literacy F

Testing and interpreting soil and tissue samples

A1

Practicing basic plumbing (e.g. irrigation pumps)

B1

Communicating effectively (e.g. delegating work)

C1

Calibrating and adjusting standard farm equipment

D1

Performing math (e.g. calculations, analyze data)

E1

Reading a landscape from multiple perspectives

F1 Practicing basic horticulture

A2

Repairing and maintaining large diesel engines

B2

Actively listening and receiving feedback

C2

Troubleshooting systems and/or equipment

D2

Organizing work, time, projects, records, expenditures

E2

Assessing and analyzing a site F2

Harvesting crops A3

Repairing and maintaining hand tools and small engines

B3

Instructing others C3

Setting business plan goals D3

Researching primary and secondary info sources

E3

Planning and implementing a field layout

F3 Installing and maintaining power

to motors and pumps B4

Providing leadership C4

Working safely with farm equipment and animals

D4

Using computers (e.g. email, spreadsheets, invoicing, graphics, social media)

E4 Handling and managing animals

A4

Welding basic repairs B5

Speaking bi-lingual (e.g. Spanish)

C5

Operating a tractor in typical farm settings

D5

Researching USDA regulations and reports

E5 Maintaining focus on tasks

A5

Building wooden structures B6

Managing public relations C6

Choosing and using hand-tools D6

Drawing maps to scale E6

Sampling soil, water, insects, and tissue

A6

Communicating critical and/or technical info to customers

C7

Driving safely with a clean license D7

Designing a web site E7

Closing sales deals successfully C8

Multitasking in many settings D8

Using social media effectively E8

Managing diverse workers C9

Preparing and storing food D9

Facilitating meetings and group communications

C10

Making good decisions (e.g. business, ecological, safety)

APPENDIX A: Participant Commentary on Results

1. (Knowledge - B5) “It seems to me that animal husbandry would be a more all-encompassing way to frame this...in that case I would include it with the blue items since I think small farms can’t close nutrient cycles as effectively without animals.”

2. (Knowledge - D5) As the permaculture guy in the room I propose that anyone setting up their own enterprise (not just working for someone else) would stand to benefit greatly from doing a permaculture design for their site first. Anyone in a more entrepreneurial track should take a permaculture design course to pick up the basics of functional, ecologically sound farm layout and basic operation. I’m guessing that part of the reason this one didn’t get highlighted during the session is because only a couple of us are totally familiar with what permaculture is/has to offer. However you cut it, being able to think in systems and coming up with creative solutions that surpass standard operating procedure are both fundamental pieces of the permaculture design approach. I’d vote to move this up to the blue section. If any of you want to better understand permaculture, Jason Niebler has taken a course and can hopefully help elaborate. You can always contact me as well. Also, for a great model of permaculture design applied to an economically-viable, production farm check out New Forest Farm in Viola, WI. Mark Shepard is the permaculturist who runs the show there and he is quite successful. He just released his first book called “Restoration Agriculture” that I’m sure is excellent.”

3. (Knowledge - E1) “Regulatory agencies, pesticide and fertilizer use regulations. Federal, state, local and private inspections of farms.”

4. (Skills - B2) “You don’t have to be a diesel mechanic to farm. I know plenty of growers who rely on dealers to service their large equipment. It’s important to know the basics of engine maintenance, but repair jobs are best left to professionals. Major engine repair may be very time consuming and takes time away from actually managing your farm.”

5. (Skills - C6) “Being critical of your customers is not a good idea even if you have strong beliefs, you may end up being wrong and you will have damaged your reputation.”

6. (Skills - F1) In permaculture, reading the landscape means being able to use your senses to better understand the land. When you see flagging trees that tells you something about the wind. When you see rills or gullies it tells you something about how water moves on the site. When you see a twig that has been neatly sheared close to the ground you know you have rabbits, whereas if you see a twig that has been ripped off of a shrub you know you have deer. Etc. Understanding what the landscape is telling you so that you can make sound design & management decisions is the key.”

APPENDIX B: Community College and University Faculty Commentary on Results 1. Jason Niebler

SAgE Director and Founder; SAgE Steering Committee

The theoretical and applied foundation of sustainable agriculture, for all levels and forms of educational and career pursuit, should emphasize the principles and practices of sustainability

and agroecology within the context of localized food systems. The University of California - Santa Cruz, Center for Agroecology & Sustainable Food Systems (http://casfs.ucsc.edu/), defines these foundational components as follows – Sustainability: systems that are environmentally sound, economically viable, socially nonexploitative, and serve as a foundation for future

generations; Agroecology: the science of applying ecological concepts and principles to the design, development, and management of agricultural systems; Food Systems: the people and resources involved in producing, processing, distributing, and consuming food and

managing waste—a food system operates within social, political, economic, and environmental contexts.

By definition, agroecosystems should be sustainable as well as regenerative in terms of the reclamation and quality of soil, water, vegetation, and wildlife associated with the system. The incorporation of agroforestry systems and practices within an agroecosystem, or as the designed basis for it, and their replication across an agricultural landscape matrix improves the structural and functional resiliency of agroecosytems as a whole analogous to that which is exhibited by natural ecosystems. Bene et al. (1977), in their pioneering publication on poverty alleviation, food security, and ecosystem and natural resource stewardship, defined modern agroforestry as “a sustainable management system for land that increases overall production, combines crops, tree crops, and forest plants and/or animals simultaneously or sequentially, and applies management practices that are compatible with the cultural patterns of the local population”. Furthermore, whole systems design, which integrates natural and built environments, provides a philosophical and technical perspective that is applicable and salient to both urban and small farm sustainable agricultural contexts.

Constructing curricula based upon the SAgE Collaborative Sustainable Urban Agriculture Enterprises DACUM workshop results, therefore, should incorporate these foundational components throughout both academic and professional-technical programs of study. Associated green/sustainability-oriented knowledge and skill standards are provided by the U.S. Department of Education funded Career Technical Education (CTE) National Career Clusters for Agriculture, Food, & Natural Resources (

http://www.careertech.org/career-clusters/green/) for which I served as a member of the Technical Working Group.

Together, these SAgE and CTE project results form a cohesive storehouse of industry-validated competencies for emerging fields of study and employment related to sustainable agriculture and the environment.

Endnote

Bene JG, Beall HW, Cote A. Trees, food and people: management in the tropics. Ottawa (Canada): International Development Research Centre; 1977.

2. Tim Hohn

EdCC SAgE Program Coordinator; SAgE Steering Committee

The logical context for education about, and application of, sustainable and agroecological food systems is bioregional. A body of theory and technique with great significance to the nature of community life, public citizenship, personal lifestyle, regional planning, ecosystem management, education, and sustainable food systems is coalescing around the term bioregion. Bioregions can be variously defined by the geography of watersheds, similar plant and animal ecosystems, as well as identifiable landforms (e.g. particular mountain ranges/prairies or coastal zones), and by the unique human cultures that grow from the natural limits and potentials of the region. Most importantly, the bioregion is emerging as the most logical

locus and scale for a sustainable, regenerative community to take root and to take place. The SAgE curricula should embody a bioregional perspective.

Whether they are farmers, tradespersons, entrepreneurs, or ordinary citizens, people must possess certain core abilities and skills to develop innovative ways to create more sustainable (food) systems and communities. Educational research shows that individuals successful in sustainable development demonstrate capabilities in three core areas: learning to see the larger system; understanding the critical importance of collaborating across boundaries; and moving past reactive problem-solving to creating desired futures (visioning). Seeing systems was identified through the DACUM process as an important capability for SAgE graduates. These core abilities should be embedded in the SAgE curricula.

Sustainability learning will not take place solely within a technical education. There is an affective domain that plays a part in understanding, adopting, and implementing sustainable and successful practices in agriculture, as well as other endeavors. Within this domain lies the personal fulfillment and contemplative enrichment of our practice, elements with rewards that are certainly equal to or greater than those of a commercial and economic nature. If SAgE is to avoid conveying the impoverished and largely reductive understanding common to industrial agriculture we must include a pedagogy of contemplative practice that explores meaning, purpose, values, and how to serve our common future through the “wisdom” of practice as well as technical competency.

3. Claus Svendsen

SVC SAgE Program Coordinator; SAgE Steering Committee

Both DACUM processes provided four areas of emphasis for curriculum development in sustainable agriculture. Although the specific elements were somewhat different between suburban and small farm/ranching sustainable agriculture, I think it is possible to have the same educational approaches as follows.

First, there is clearly a need for having a rigorous academic component within each course offering that will provide students with basic ecological knowledge, scientific principles at work, as well as a solid knowledge base of sustainable agricultural practices. This should be part of the actual course content.

Second, it is clear that there needs to be a highly applied component. Students must learn specific skill sets in order to work efficiently and successfully in the business. This includes plant phenology and farm succession. These skills should be course components during laboratory, fieldtrips, and demonstrations. In addition, the practical component will be an integral part of internship/practicum experiences on working farms.

Third, it is clear that students must be exposed to the business side of sustainable agriculture; including networking, social media, outreach, accounting, customer management, etc. Some of these skills will be part of the SAgE curriculum, but students should also seek out existing courses from other departments such as Business Management and Multimedia, which teach a variety of the above subjects. This will give flexibility to add specific skills that the

Fourth, DACUM participants were also emphasizing personal attributes. Developing personal attributes can most effectively be done through course assignments and activities. Course assignments should focus on developing flyers, presentations through various media, role play, and other communication activities.

4. Grace Sparks

SCCC SAgE Program Coordinator; SAgE Steering Committee

The DACUM participants very effectively highlighted the wide variety of potential

enterprises in which SAgE students may be employed. This stresses the importance of our educational programs providing a solid, broad theoretical background/framework in agroecology at the same time as teaching specific skills.

One critical component of this that the DACUM SMEs demonstrated more than they stated explicitly is information/resource literacy. In addition to business, marketing,

communication, and financial planning and management training, we need to ensure that our SAgE students gain practice in effective, efficient life-long learning skills and are aware of appropriate resources to which to turn to expand their knowledge and skill base as their academic and career pathways progress.

However, this broad base of knowledge and skills also clearly needs to be augmented with very specific skills and practical, hands-on experience. This is why the internship or practicum component of the certificates is so important. Besides specific elective classes (depending on the student’s program of study), this is where/how we can tailor each student’s experience to their interests and the needs of potential employers.

5. Brad Gaolach

WSU SAgE Program Coordinator; SAgE Steering Committee

Topics about agroecology, sustainability, and food systems are critical and addressed by others. However, a vital skill for students to learn is the ability to think at the appropriate scale and be comfortable moving across different scales. This will apply to their ability to manage ecological concepts of predator-prey interactions at the plant level through the landscape and

bioregional level. It will also allow them to address how their business fits within a local food system and, if they wish, how it impacts and is impacted by regional, state, national, and international systems. These can be difficult skills to learn and it will be critical that curriculum design provides the opportunity for students to think both systemically and across scale.

Because most students will be drawn to these courses through the production (creating food) side, the opportunity to build a strong basis in population and community ecology will provide them: directly applicable knowledge in agroecology; systems thinking; and the ability to think across scales of reference. If taught early and leaned well, these skills will provide a strong framework to support other technical skills.

WSU SAgE Steering Committee Alternate

It will be important that new urban and small farmers understand their role in the entire food system, the challenges the food system faces in the urbanized western part of the state, current trends in food policy, and to be exposed to different models of food hubs for

aggregation and distribution. Missing from the DACUM process was any conversation about food as it relates to public health – addressing issues of food safety from the public’s

perspective (not just GAP), nutrition, and access. All of these items relate to the business side of sustainable agriculture, but are so specific to agriculture that they may not be covered in basic business management courses.