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Teaching Nature:
Opportunities for
Permaculture Education at the University of Michigan
Project Team:
Hannah Gingerich
Colleen Rathz
William Benjamin
Rogers
Precious Smith
Rachel Voyt
Sponsors:
Chiwara Permaculture:
Nathan Ayers
University of
Michigan Sustainable Food Program:
Jerry Tyrrell
Executive Summary
Permaculture is a design science that focuses on
modeling man-made systems on natural ecosystems. As a form of sustainable
design, permaculture can teach students about agricultural, ecological, and locally
appropriate solutions for a more environmentally responsible future.
Permaculture has great potential within a higher education curriculum and as a
co-curricular activity. Co-curricular components, including the development of
a Permaculture Design Team (PDT) and the creation of on-campus permaculture
gardens, have already been partially implemented at the University of Michigan
(UM). The present study, sponsored by the UM Sustainable Foods Program (UMSFP),
the PDT, and Chiwara Permaculture, sought to identify opportunities to
integrate permaculture education into the UM curriculum.
Our survey of UM
students (474 respondents from 19 UM schools/colleges) demonstrated widespread
interest in permaculture. Nearly half of students (41%) were interested in
electing a permaculture course, especially those who have taken previous courses
in sustainability or seek to study sustainable food systems. In student focus
groups, participants identified education as a necessary
step towards sustainable agriculture. Both students and faculty found
particular value in experiential and field-based learning in relation to
agro-ecological classes. Taken together, our findings indicate strong student
demand for permaculture education within the UM curriculum.
The creation of a permaculture course will respond
to demand and help establish a balance between curricular and co-curricular permaculture
education on campus. While several extant courses relate to sustainable
agriculture, a dedicated course is necessary to educate students on the
principles and practice of permaculture design. A course will offer interested
students a chance to learn about permaculture in an intensive, experiential
context.
We recommend six immediate and near-future
solutions:
1.
Create
a Permaculture Advisory Team (PAT) within PDT: The PAT subcommittee
will supervise the realization of recommendations in collaboration with
community partners.
2.
Support
Honors 135: “Methodology and Practices of Permaculture” Madeline Dunn, the
leader of PDT, will teach a first-year seminar in permaculture in Fall 2013. As
a ‘small experiment,’ the course will both test the viability of permaculture
curricula and
meet student demand (36% of first-years expressed interest in a permaculture
course). Input from the project team will include faculty advice, focus group
feedback, and campus resources.
3.
Develop
an independent study template for permaculture: Given that 32% of
survey respondents would dedicate 4 hours/week to a permaculture course,
students may want to design an independent study. The project team template
offer suggested project ideas, resources, and readings. UMSFP will add the
template to its website.
4.
Integrate
permaculture into existing courses: Faculty identified an overlap between
sustainable agriculture and permaculture. Given student interest in
experiential education, faculty should consider adding a ‘permaculture unit’
with a field-based component to existing agro-courses. The PAT will communicate
with faculty and offer resources.
5.
Create
a permaculture course by 2015: About a third of UM students surveyed would consider
electing a permaculture course. Interested faculty are encouraged to draw upon
‘small experiments’ (e.g., Honors 135) and offer a permaculture course by Fall
2015.
6.
Develop
a UM PermaWiki:
Most (69%) survey respondents wanted to learn more about permaculture, yet less
than half would elect a class. To bridge this gap, the PAT should create a
permaculture wiki with news, community projects, and relevant courses. Hyperlinks
would create a web of knowledge branching out to community organizations.
Project Background
Past Efforts
Permaculture is gaining momentum at the
University of Michigan as a result of student efforts. The present study stems
from work conducted by the Fall 2012 Permaculture Integration Team from the Sustainability
and the Campus
course (ENVIRON 391). Two community actors–Chiwara Permaculture and UMSFP–sponsored
the team, challenging them to define a place for permaculture on campus. After
a semester of research, the Fall 2012 team offered three actionable
recommendations for permaculture integration at the University of Michigan: (1)
creating a satellite garden on campus, (2) developing a co-curricular
permaculture program, and (3) producing an interdisciplinary capstone
permaculture course and possible permaculture certificate program (Marco, et
al., 2012).
Since 2012, students have formed the
Permaculture Design Team (PDT) and identified a plot for a satellite garden on
campus. Interested students may now join PDT to design and create ecologically
informed landscapes. Students may also become involved with UMSFP and
participate in the design, planting, and harvest of a sustainable campus farm.
Though the presence of PDT and UMSFP demonstrates co-curricular student
interest in permaculture, at present there exists no course focused exclusively
on permaculture.
Community Involvement
Chiwara Permaculture, founded and led by Nathan
Ayers, describes itself as a Michigan-based research, education, design, and
incubation firm. Chiwara focuses on small-scale, community-based solutions in
food, energy, water, building, transportation and waste. In addition to
research and design projects, Chiwara Permaculture offers educational
programming at the K-12, college/university, and professional levels. Chiwara
Permaculture was inspired, primarily, by Bill Mollison and David Holmgren’s 12
principles of permaculture (Holmgren, 2010).
1.
Observe
and Interact
2.
Catch
and Store Energy
3.
Obtain
a Yield
4.
Apply
Self-regulation and Allow Feedback (set limits to growth)
5.
Use
and Value Renewable Resources and Services
6.
Produce
No Waste
7.
Design
From Patterns to Details
8.
Integrate
Rather than Segregate
9.
Use
Small and Slow Solutions
10.
Use
and Value Diversity
11.
Use
Edges and Value the Marginal
12.
Creatively
Use and Respond to Change
In sum, Chiwara is inspired by nature and the
lessons that can be learned from the study of complex, natural systems.
With projects in Highland Park, Beaver Island,
and Ann Arbor, Chiwara Permaculture works to create permaculture learning opportunities
within the state of Michigan. Chiwara serves as a community permaculture lab with
backyard and basement experiments, as an environmental library, and as a
community meeting space. Chiwara seeks to teach permaculture to a wide
audience, thus helping create a permaculture course at UM directly relates to
its core mission.
In addition to Chiwara, UMSFP sponsored the Fall
2012 project. Established in 2012, UMSFP has quickly emerged as UM’s leading
organization in sustainable food systems. UMSFP’s overarching mission in
carrying out such actions is to “foster collaborative leadership that empowers
students to create a sustainable food system at the University of Michigan
while becoming change agents for a vibrant planet” (UM Sustainable Food
Program, 2012).
UMSFP focuses its mission in three different
areas. First, UMSFP helps develop responsible citizens and leaders through educational
approaches that include building living laboratories on campus, supporting opportunities
for service-based learning, offering mentorship for volunteers and interns, and
promoting food-related university classes. Second, UMSFP works to strengthen
communities through collaboration and outreach by regularly connecting with
(and supporting) other food-related groups on campus and hosting events that
connect diverse groups. Finally, UMSFP devotes one-third of its central mission
to growing sustainable food and operates a campus farm in conjunction with
Matthaei Botanical Gardens. UMSFP strives to be a visible proponent of a
healthy environment, demonstrate ethical agricultural practices, and support
the UM’s sustainability goal of sourcing 20% local and sustainable food by
2025. The organization exists as a positive, driving force within the
sustainable food community, both on campus and within the Ann Arbor community.
Current Study
The present study sought to assess further
options for permaculture education at UM. In general, these options include
both curricular and co-curricular offerings—two modes of education that compete
for students’ attention and often overlap. After meetings with project sponsors
and preliminary interviews with UM faculty, the project team outlined options
for permaculture programming at the university and set an evaluative criteria:
●
Contribution
to curricular diversity: integrates permaculture principles and ethics into the curriculum;
includes design, cultural, and agriculture components of permaculture
●
Opportunities
for student engagement/input: students help design, develop, and implement
the program/offering; the program is student-driven
●
Focus
on experiential learning: learning is an active, iterative process; involves the
practice of permaculture principles
●
Implications
for the longevity of on-campus permaculture education: the program lends
itself to the sustained presence of permaculture education at UM
Each option was then rated as ‘high’ (3),
‘medium’ (2), or ‘low’ in its fulfillment of each criterion. Assigning equal
weight to each criterion, an average score was calculated for each option to
aid the selection of a project objective.
Options for On-Campus Permaculture
Programming
1.
Lay
the foundation for a permaculture course:
To accomplish this, the
project team would work alongside professors interested in offering a
permaculture class in Fall 2013 or Winter 2014. Our work would include
reviewing syllabi from previous sustainable food/agriculture courses,
identifying overlap with the permaculture designer manual (Mollison, 1988), and
outlining possible areas for instruction. The project team would then produce a
report for interested professors and project stakeholders describing the
possible structure for a course in permaculture and integrating results from
the student interest survey. Data, analysis, and evidence from the report would
empower faculty to design and implement a permaculture course.
Contribution to
curricular diversity: High (3). An experimental (first-time) course in
permaculture would help better integrate permaculture into the curriculum at
the University of Michigan by providing a template for future courses and
demonstrating student interest in permaculture.
Opportunities for
student engagement/input: Medium (2). Student interest would likely shape the
course, and students may be involved in course planning and evaluation.
Faculty, however, would retain full discretion over the content and structure
of a course.
Focus on experiential
learning: High (3). A permaculture course would necessarily include
opportunities for experiential learning.
Implications for the
longevity of on-campus permaculture education: High (3). A dedicated course would
be the basis for a recurrent permaculture course or for a permaculture capstone
(towards a possible minor in sustainable food systems), as recommended by the
Fall 2012 Permaculture Team.
Overall: 2.75
2.
Create
a permaculture track within a sustainable food systems minor:
The University of
Michigan Sustainable Food Program is currently working towards a certificate or
minor in sustainable food systems. Such a program could offer students tracks,
allowing them to design a program that closely fits their sustainability
interests. These tracks would likely include capstone courses within a
student’s area of interest, thereby allowing students to integrate their
coursework into a cohesive program of study. Permaculture could be an exciting
addition to the track options. The project team would work to envision and
describe such a track, articulating how permaculture would fit into the minor
and composing a long-term plan for its creation.
Contribution to
curricular diversity: Medium (2). Planning a long-term permaculture track would
entail both identifying existing courses and advocating for new course
offerings.
Opportunities for
student engagement/input: Medium (2). Students would be able to articulate
their interest in a sustainable food systems minor, but approval would be
contingent upon faculty and administrative support.
Focus on experiential
learning: High (3). A permaculture track would necessarily involve experiential
education.
Implications for the
longevity of on-campus permaculture education: High (3). A clearly articulated
permaculture track would enhance the profile of permaculture education on
campus and enable students to designate permaculture as a part of their program
of study.
Overall: 2.5
3.
Develop
a co-curricular permaculture certification in collaboration with the
Permaculture Design Team (PDT) and the University of Michigan Sustainable Food
Program (UMSFP):
Students might wish to
study permaculture both inside and outside of the classroom. A co-curricular
program would offer students a permaculture certificate from a non-university
actor (e.g., the PDT or UMSFP). This would entail developing a ‘menu’ of
permaculture-related courses at the university and outlining the course and
experiential requirements of a co-curricular certificate program.
Recommendations for a co-curricular certificate program would be drafted in
collaboration with university faculty and students, allowing for critical input
from institutional actors.
Contribution to
curricular diversity: Low (1). A co-curricular certification program would not
directly influence the curriculum at the University of Michigan.
Opportunities for
student engagement/input: High (3). While faculty would help shape the ‘menu’
of recommended courses, students would have full discretion when selecting
courses towards the completion of a non-university certificate. A certificate
would thus be a marker of interest, not skill-based competencies.
Focus on experiential
learning: High (3). Students would be encouraged to participate in both
course-based experiential learning and co-curricular experiential programming.
Implications for the
longevity of on-campus permaculture education: Medium (2). A high rate of student
participation may spur interest curricular change, whereas low participation
would likely yield relatively little. Given the co-curricular nature of
certification, long-term institutional change seems unlikely without a plan for
curricular integration.
Overall: 2.25
4.
Assemble
a syllabus for independent study in permaculture
Given interest in
permaculture coursework, some students may wish to plan an independent study in
permaculture with a similarly interested faculty member. An independent study
would allow students to engage in formal study of permaculture-related texts
while designing an academic product of their choice. To facilitate independent
study, the project team would work with faculty, students, and project sponsors
to compile permaculture resources (readings, films, etc.) and develop
recommendations for student projects (e.g., a memo to the curriculum committee
about the value of permaculture-related coursework). This would ensure student
engagement with permaculture at the institutional level and bolster the
momentum of the movement for sustainable food curricula.
Contribution to
curricular diversity: Low (1). Though an independent study would offer
students to explore permaculture content unavailable in current course
offerings, it would not influence the broader UM curricula directly.
Opportunities for
student engagement/input: High (3). In collaboration with faculty, students
would tailor an independent study to fit their individual interests within the
study of permaculture.
Focus on experiential
learning: Medium (2). Students may build in field-based learning
(e.g., garden/farm work) or university-based education (e.g., producing a memo
about permaculture education). Students may, however, opt to forego
experience-based learning, thus the nature of learning is mostly
student-driven.
Implications for the
longevity of on-campus permaculture education: Low (1). Given its individual
nature, an independent study would not lend itself to long-term institutional
change.
Overall: 1.75
5.
Organize
a permaculture field day for Fall 2013
Generating student
interest may require greater visibility and understanding of permaculture
principles. To this end, the project team would plan, organize, and obtain
funding for a permaculture field day to occur at the beginning of the upcoming
academic year. A field day could take place at Chiwara House, the UMSFP Campus
Farm or a garden space secured by the PDT. Participants would gain a basic
knowledge of permaculture and be linked with co-curricular offerings (e.g.,
Chiwara, PDT, and UMSFP). The results of the student interest survey would
guide marketing materials and identify the target demographic for this event.
Funding may come from the Student Sustainability Initiative, Central Student
Government, or other university groups.
Contribution to
curricular diversity: Low (1). As a one-time occurrence, a field day would not
produce curricular change.
Opportunities for
student engagement/input: High (3). Students would be solely responsible for
organizing and implementing a field day, thus their input would be paramount.
Focus on experiential
learning: High (3). A field day would offer students the opportunity to learn
permaculture techniques in a farm or garden setting.
Implications for the
longevity of on-campus permaculture education: Low (1). The singular nature of a
field day would not lend itself to long-term institutional change.
|
Curricular Diversity
|
Student Input
|
Experiential
Learning
|
Longevity
|
Avg. Score (Rank)
|
Permaculture Course
|
High (3)
|
Medium (2)
|
High (3)
|
High (3)
|
2.75
(1)
|
Permaculture Track
|
Medium (2)
|
Medium (2)
|
High (3)
|
High (3)
|
2.50
(2)
|
Permaculture Certificate
|
Low (1)
|
High (3)
|
High (3)
|
Medium (2)
|
2.25
(3)
|
Independent Study
|
Low (1)
|
High (3)
|
Medium (2)
|
Low (1)
|
1.75
(5)
|
Permaculture Field Day
|
Low (1)
|
High (3)
|
High (3)
|
Low (1)
|
2.00
(4)
|
Overall: 2.0
Options Matrix:
The aforementioned options for permaculture
education at UM are rated and summarized below:
Problem Statement
After garnering feedback from project sponsors
and stakeholders regarding the aforementioned options, the project team
selected the highest rated option (lay the foundation for a permaculture course)
as its principle objective. Given the presence of a growing co-curricular
permaculture presence on campus (through the efforts of the Permaculture Design
Team), there is greater need to develop curricular avenues to permaculture
education in order to bolster the presence of permaculture on-campus. A course
poses a strong contribution to curricular diversity and, if designed in
reference to student interest, would engage students in experiential education.
Moreover, a course offers a pathway towards the institutionalization of
permaculture education.
Drawing on the work of previous ENVIRON/RCDIV
391 students and on contemporary research, the current ENVIRON/RCDIV 391
permaculture team worked closely with Chiwara Permaculture and the UM
Sustainable Food Program to address the following questions:
● How
can UM aggregate passion for permaculture into a cohesive curriculum and future
co-curricular activities at the University of Michigan?
● What
is the best way to implement a permaculture course at UM?
● What
barriers would prevent UM from implementing a permaculture course? What options
exist to overcome these challenges?
With these questions in mind, the project team
sought to assess the viability of a permaculture course at the University of
Michigan through primary and secondary research and produce a set of vetted
recommendations for UM, Chiwara Permaculture, and UMFSP that address how the University
can incorporate the lessons and lens of permaculture into its academic
programming.
Research Objectives
The present analysis used both qualitative and
quantitative research to chart a path forward for permaculture education on
campus. In conducting mixed-methods research, the project team winnowed out
unfeasible options, thereby generating a list of vetted recommendations for
permaculture integration. Aggregating knowledge about the integration of
permaculture within higher education and, more narrowly, the possibility for
permaculture education at the University of Michigan was key to this process.
Thus, in conducting our study, we sought to
address the following set of objectives:
1.
Produce
a case study of permaculture programming at Indiana University, Bloomington:
Permaculture programs at
peer institutions serve as valuable models of the integration of permaculture
with higher education. A semi-structured interview with Professor David
Haberman offered an overview of his permaculture course at IU Bloomington. Through
this interview, the project team sought to glean an understanding of factors
critical to the success of campus-based permaculture initiatives, as well as
stories and advice from a permaculture program. In turn, this case study serves
as an evidence base for permaculture education and practice at the University
of Michigan.
2.
Quantify
student interest in permaculture curricula:
For permaculture
education to succeed at the University of Michigan, there must be student
demand for permaculture-related offerings. The project team conducted a survey
of undergraduate and graduate students to assess student interest in
permaculture course offerings. In doing so, we identified five areas of
inquiry:
●
Assess
previous knowledge, if any, of permaculture
●
Gauge
the level of interest in permaculture education on campus
●
Measure
past involvement with environmental learning on campus
●
Distinguish
the importance of sustainability in the student university experience
●
Identify
a target demographic for a permaculture course
3.
Analyze
the sustainable natural environment and food-related behaviors of current
University of Michigan students:
In that permaculture
involves ecological landscape design and sustainable agricultural practices,
data about students’ natural environment and food-related behaviors indicated
the extent to which students are already engaged with these concepts. The
project team drew on data from the Sustainability Cultural Indicators Project
(SCIP), a campus-wide assessment conducted by the Graham Institute towards the
fulfillment of the University of Michigan’s 2025 sustainability goals. Analyses
indicate the scope and depth of student involvement in permaculture-relevant
behaviors and serve as a baseline for future analysis.
4.
Qualify
student interest in permaculture through student focus groups:
Though interested in
permaculture, students may hesitate to take a permaculture-related academic
course. To gauge student interest in permaculture and solicit student input, the
project team held two student focus group sessions. Throughout the focus groups
sessions, participated engaged in conversation about the implementation of
permaculture education on campus. These responses may serve as input towards the
design of a permaculture course.
5.
Assess
faculty interest and attitudes towards a permaculture course:
Faculty interest in
permaculture is of critical importance to the creation of permaculture
curricula. Through individual interviews, the project team engaged the faculty
members in meaningful conversations about permaculture education on campus. Interviewers
aimed to gain a better understanding of how to implement a permaculture course.
Lastly, interviewers sought a clearer understanding of if, and how,
permaculture education fits at UM from the viewpoints of multiple faculty
members.
6.
Conduct
an analysis of project stakeholders:
Successful integration
of permaculture into the curricular and co-curricular offerings of the
university will require effort beyond the scope of the project. A matrix of
project stakeholders profiles key permaculture actors on campus and outlines
their role in project implementation.
Methods
The present analysis drew from five sources: (1)
a semi-structured interview with David Haberman of Indiana University,
Bloomington, (2) a student interest survey, (3) the campus-wide Sustainability
Cultural Indicators Project (SCIP), (4) student focus groups, and (5) faculty interviews.
Semi-Structured Interview with David Haberman
of IU Bloomington: The
project team sought to gain a deep knowledge of the formation of permaculture course
at IU Bloomington. To this end, interview questions assessed the design,
formation, and administration of Professor David Haberman’s permaculture course.
See the Appendix for the question guide.
Student Interest Survey: The project team
surveyed a randomly generated group of 4,000 graduate and undergraduate
students at UM from all disciplines and departments. Of the persons emailed,
612 responded to some or all of our survey. Of those responses, 474 responses
were considered complete. See the Appendix for a complete list of survey
questions.
Sustainability Cultural Indicators Project
(SCIP):
The Sustainability Cultural Indicators Project (SCIP) was an assessment
conducted by the UM Graham Sustainability Institute and the UM Institute for
Social Research. Conducted in 2012, the survey reached more than 4,000 graduate
and undergraduate students and 1,500 staff. The student questionnaire contained
64 items about students’ knowledge, attitudes, and practices related to climate
action, waste prevention, and healthy communities. Here, data from four
questions are used to gauge students’ current knowledge and practices with
regard to sustainable landscape management and sustainable food consumption.
Student Focus Groups: Two focus groups were
conducted to solicit student input about permaculture education on campus. In
these focus group sessions, prepared questions assessed student understanding
and interest in permaculture as an overall concept. Transcripts were recorded
during the focus groups. General themes and illustrative quotes were then
extracted for analysis and discussion. See the Appendix for the focus group
rules and question guide.
Faculty Interviews: We conducted three
interviews with faculty from the School of Natural Resources and the
Environment and one with a faculty member from the Penny W. Stamps School of
Art and Design. In these interviews, we assessed faculty attitudes towards
permaculture, knowledge of current permaculture-related courses offered at UM,
and interest in teaching a permaculture-related course. See the Appendix for
the faculty interview question guide.
Findings
Case Study: Indiana University, Bloomington
The Indiana University Permaculture Design
Course was initiated in 2003 by David Haberman, a professor in the Department
of Religious Studies at Indiana University, Bloomington. Haberman’s vision for
a permaculture class was inspired after attending a course at an eco-village in
South Carolina, where he was searching for holistic methods to approach
environmental problems. After finding such methods in permaculture
methodologies, Haberman presented his idea for a permaculture course to the
director of the Collins Living-Learning Center in the College of Arts and
Sciences, where the course was ultimately housed. It is now in its ninth year,
taught as an immersive three-credit two-week summer course by David Haberman,
Peter Bane, Keith Johnson, and Rhonda Baird, and is open to both students and
faculty within and outside of Indiana University. The course is broken up into
two major sections, where the first half centers on learning the principles and
ethics of permaculture and the second focuses on self-selected design projects
set up by the instructors. The class is limited to 25 students in order to
better facilitate student learning and project work.
The program has gained an excellent reputation
at the university through its continued student involvement and the quality of
students that the program attracts. While the course was initially promoted
through advertising via class advisors and in the school newspaper, the
majority of the program’s success is due to student promotions, which speak to
the quality of the course and help greatly with student recruitment. It is
hoped that the program will continue to be successful, with possible
involvement by the Indiana University Center for Sustainability in the future.
Survey Findings
Demographics:
Of the 474 survey participants, 37.3% (177) identified
as male, 61.8% (293) identified as female, 0.2% (1) identified as other, and
0.6% (3) preferred not to answer. Students of each academic year responded to
the survey, though first-year and graduate students comprised about half of all
responses:
Student Response by Academic Standing
Freshman
|
104
(21.9%)
|
Sophomore
|
66
(13.9%)
|
Junior
|
89
(18.8%)
|
Senior
|
76
(16.0%)
|
Graduate Student
|
139
(29.3%)
|
All undergraduate and graduate schools and
colleges at the University of Michigan were represented in the survey response.
Of these, the College of Engineering and the School of Literature, Science, and
the Arts were best represented among survey respondents. Respondents were also
asked to identify their major or degree program. A robust array of academic
programs was represented in the survey, and only 11 of the 474 respondents were
majoring in Program in the Environment. See Appendix A for a chart of
respondents by academic program.
Attitudes Towards Sustainability
Students seemed generally positive in their
attitudes toward sustainability. A large majority (over 75%) agreed or strongly
agreed with the value of learning and practicing sustainability, with few
expressing strong dissent (less than 5%). Fewer students believed that
sustainability was an important part of their college experience, though again
the majority either agreed or strongly agreed (62.9%). One may surmise, then,
that sustainability enjoys a positive image on campus, with many students
willing to engage in sustainability-oriented discussions within the classroom.
|
Strongly Agree
|
Agree
|
Disagree
|
Strongly Disagree
|
“I like to learn about sustainability in the
classroom.”
|
138 (27.3%)
|
262 (51.8%)
|
85 (16.8%)
|
21 (4.2%)
|
“I like to practice sustainability outside the
classroom.”
|
156 (30.8%)
|
301 (59.5%)
|
42 (8.3%)
|
7 (1.4%)
|
“Sustainability is an important part of my
college experience.”
|
91 (18.0%)
|
227 (44.9%)
|
157 (31.0%)
|
31 (6.1%)
|
A total of 506 individuals responded to these
questions, thus percentages are taken out of 506.
Interest in Sustainable Agriculture
Compared to endorsements of sustainability,
attitudes towards sustainable agriculture were again robust and positive. A
strong majority (over 75%) of students were interested or strongly interested
in learning about sustainable design and local food systems, and a majority
(over 50%) expressed interest in learning about sustainable agriculture and/or
working on a garden or farm as part of a college course. One might be surprised
by students’ eagerness to engage in ‘scholarship with the soil,’ but it seems that
a plurality of students are interested in sustainable agriculture and
experiential learning.
A smaller cadre (8.5%) of students expressed
strong interest in earning a minor in sustainable food systems. Given the rigor
of adding an academic minor, we were again surprised to find robust support for
new programming in this area. Combined, nearly a quarter of those surveyed had
some interest in earning a minor in sustainable food systems, and many more
were interested in its core academic themes.
|
Strongly Agree
|
Agree
|
Disagree
|
Strongly Disagree
|
“I am interested in learning about sustainable
design.”
|
119 (23.5%)
|
262 (51.8%)
|
98 (19.4%)
|
27 (5.3%)
|
“I am interested in learning about sustainable
agriculture.”
|
103 (20.4%)
|
231 (45.7%)
|
133 (26.3%)
|
39 (7.7%)
|
“I am interested in learning about local food
systems.”
|
131 (25.9%)
|
254 (50.2%)
|
88 (17.4%)
|
33 (6.5%)
|
“I would be interested in working for a garden
or farm as part of a college course.”
|
107 (21.1%)
|
170 (33.6%)
|
158 (31.2%)
|
71 (14.0%)
|
“I would earn a minor in sustainable food
systems if one were offered.”
|
43 (8.5%)
|
82 (16.2%)
|
245 (48.4%)
|
136 (26.9%)
|
A total of 506 individuals responded to these
questions, thus percentages are taken out of 506.
Permaculture-Related Attitudes
When asked about their interest in
permaculture-related programming, respondents seemed open to new lines of
academic inquiry. Here, responses seemed to taper as time commitments
increased: 68.3% would be interested in learning more about permaculture, 41.5%
would take a course on permaculture if one were offered, and 32.5% would
consider a four-hour course (combining “strongly agree” with “agree”).
From these responses, one can conservatively
estimate that about 6% of the student body at large would be interested in a
permaculture course (the percentage of respondents who expressed strong
interest in a four-hour course) or optimistically estimate that up to 41.5% of
students would be interested (the percentage of respondents expressing interest
or strong interest in taking a permaculture course).
|
Strongly Agree
|
Agree
|
Disagree
|
Strongly Disagree
|
“I would be interested in learning more about
permaculture.”
|
77 (16.0%)
|
251 (52.3%)
|
121 (25.2%)
|
31 (6.5%)
|
“I would be interested in taking a course on
permaculture if one were offered.”
|
48 (10.0%)
|
151 (31.5%)
|
228 (47.5%)
|
53 (11.0%)
|
“I would take a permaculture course for
college credit, but not as an extra-curricular activity.”
|
31 (6.5%)
|
149 (31.0%)
|
239 (49.8%)
|
61 (12.7%)
|
“I would dedicate 4 hours per week to a
permaculture course.”
|
29 (6.0%)
|
127 (26.5%)
|
235 (49.0%)
|
89 (18.5%)
|
“I would be interested in earning a
Permaculture Design Certificate.”
|
24 (5.0%)
|
76 (15.8%)
|
260 (54.2%)
|
120 (25.0%)
|
A total of 480 individuals responded to these
questions, thus percentages are taken out of 480.
Permaculture-Related Behaviors
Most respondents have never participated in an
environmental student organization, ecological design project, farm work,
rainwater harvesting, home composting, or volunteer gardening. Gardening,
however, is a common experience, as nearly three-quarters of respondents
reported that they have helped plant a garden. Surprisingly, 28.5% of those
sampled reported having ever worked on a farm. Given the overbroad nature of
this question and a failure to define “worked on a farm,” these responses are
less informative than one might hope.
“Have you ever ____________?”
|
Yes
|
No
|
Participated in an environmental or
sustainability-oriented student organization
|
67 (14.0%)
|
410 (86.0%)
|
Volunteered in a garden
|
179 (37.5%)
|
298 (62.5%)
|
Helped plant a garden
|
347 (72.7%)
|
130 (27.3%)
|
Worked on a farm
|
136 (28.5%)
|
341 (71.5%)
|
Participated in an ecological design project
|
70 (14.7%)
|
407 (85.3%)
|
Participated in rainwater harvesting
|
57 (11.9%)
|
420 (88.1%)
|
Participated in home composting
|
190 (39.8%)
|
287 (60.2%)
|
A total of 477 individuals responded to these
questions, thus percentages are taken out of 477.
Familiarity with Permaculture
A slight majority of students were knowledgeable
about the term ‘sustainable agriculture,’ whereas most were unable to define ‘permaculture,’
‘biomimicry,’ ‘ecological design/engineering,’ and ‘closed-loop systems.’ Of
these, ‘permaculture’ was the least understood. Just 9 respondents (1.9%)
expressed comfort in explaining all five terms, whereas most could explain at
least one term.
Familiarity with individual permaculture-related
terms:
“I would feel comfortable explaining __________
to a friend”
Term
|
Number of Respondents Familiar with Term (Percentage
out of 474)
|
Permaculture
|
31 (6.5%)
|
Biomimicry
|
89 (18.8%)
|
Sustainable Agriculture
|
239 (50.4%)
|
Ecological Design/Engineering
|
131 (27.6%)
|
Closed-loop Systems
|
119 (25.1%)
|
Interest in Permaculture
Next, we were interested to assess variability
in respondents’ interest in permaculture. Here, we examined how interest in a
permaculture course varied by academic standing, by school, and by prior
coursework in sustainability.
By academic standing:
First, students were divided by academic
standing (freshman, sophomore, junior, senior, or graduate student) and
categorized by interest in a permaculture course (interested, disinterested).
Next, we conducted a Chi-squared test to assess for uniform distribution by
academic standing. The Chi-squared statistic on 4 degrees of freedom was not
significant at a
< 0.05, thus we may conclude that interest in permaculture does not vary
significantly by academic standing. Put simply, students of every level seem similarly
interested in permaculture coursework.
By school:
Interest in permaculture was especially high
among Medicine and School of Natural Resources and the Environment students. At
least one student in every school represented was interested in taking a
course on permaculture. The below graph represents interest in permaculture
coursework by UM school or college:
“I would be interested
in taking a course on permaculture if one were offered”
By prior coursework in sustainability:
Last, we predicted that students with previous
coursework in sustainability would be more interested in taking a permaculture
course. To test this hypothesis, we created a cross-tabulation of interest in
permaculture by prior sustainability coursework, which is presented below:
“I would be interested in taking a course on
permaculture if one were offered”
|
Agree
|
Disagree
|
Has taken a sustainability-related course
|
79 (40.5%)
|
32 (11.4%)
|
Has NOT taken a sustainability-related course
|
116 (59.5%)
|
248
(88.6%)
|
Total
|
195 (100%)
|
280 (100%)
|
Next, we conducted a Chi-Squared test for
uniform distribution. The Chi-squared statistic on 1 degree of freedom was
highly significant at a < 0.001 (a robust level of significance), thus we
conclude that interest in permaculture varies significantly by prior coursework
in sustainability. In general, students with prior coursework in sustainability
are more likely to express interest in taking a permaculture course.
Logistic Regression
Background:
We sought to identify a combination of variables
that would best predict student interest in a permaculture class. To this end,
we conducted a logistic regression--a statistical technique that assumes a
binomial distribution and a dichotomous response (e.g., Yes/No). Here, we chose
interest in a permaculture course as the dependent variable and divided
respondents into groups by their interest (interested = 1, disinterested = 0).
Since we had no a priori hypotheses about which independent variables would best
predict a student’s interest in a permaculture course, we used a technique
called backward selection—a process whereby all candidate variables are
individually entered into the regression model and, at each step, the least
significant variable is removed. The analysis thus converges on a model that
contains the fewest variables needed to explain a significant portion of the
variance in the response variable.
Interpreting the model:
Here, the best model contained six predictor
variables and explained approximately 30% of the variance in the dependent
variable. This model correctly predicted 74.8% of all responses (as a
comparison, a coin flip would explain about 50% of all responses), thus it does
better than chance. The odds ratios displayed in the third column may be
interpreted as follows: Respondents who said yes to variable X were
approximately ___ times more likely to indicate an interest in taking a
permaculture course than respondents who said no, when controlling for the
other variables in the model. All but one variable were significant at a < 0.05 (practicing
sustainability outside the classroom achieved trend-level significance of a < 0.10). The two
most substantial predictors of interest in a permaculture-related course
include endorsement of interest in a sustainable foods minor and prior
coursework in sustainability.
Logistic Regression:
Predictor
|
Beta
|
S.E. (B)
|
Odds
|
Sig.
|
Constant
|
-3.360
|
0.572
|
0.031
|
0.000
|
Has Taken a Sustainability-Related Course
|
1.153
|
0.278
|
3.169
|
0.000
|
Practice Sustainability Outside the Classroom
|
0.914
|
0.533
|
2.496
|
0.086
|
Interest in Sustainable Design
|
0.850
|
0.371
|
2.341
|
0.022
|
Interest in Sustainable Agriculture
|
0.867
|
0.312
|
2.379
|
0.005
|
Interest in working on farm or garden for
college course
|
0.636
|
0.257
|
1.889
|
0.013
|
Interest in Sustainable Food Systems Minor
|
1.229
|
0.295
|
3.417
|
0.000
|
Model is significant at a < 0.001
Cox & Snell R-Square Estimator: 0.296
Method: Backward Conditional Binary Logistic
Regression (in SPSS)
Percentage correct: 74.8% of responses correctly
predicted (observed vs. predicted)
Discussion:
The strongest predictor of interest in a
permaculture course were previous coursework in sustainability and interest in
a sustainable food systems minor; students with either experience coursework or
expressed interest in a sustainable food systems minor were about three times
more likely to report interest in a permaculture course. Notably, variables
that predicted interest in permaculture generally clustered around interest,
not experience. Excepting previous coursework and an enjoyment of practicing
sustainability outside of the classroom, interest in permaculture might best be
considered as part of a larger interest in sustainable processes in
agriculture, design, and experiential learning. Permaculture coursework would
thus rest well within the larger whole of a sustainable food systems minor and
fit securely within a framework of experiential learning.
Sustainability Cultural Indicators Project
(SCIP) Analysis
Data from the SCIP were used to assess campus
wide participation in environmentally minded landscape management and
sustainable food practices. First, we examined student use of rain barrels,
rain gardens, and native species/plantings at their individual residences. As a
whole, students have resoundingly little experience in each domain; 4%
indicates the highest endorsement of any individual item. It seems that
students often have little control over landscape management at their residence
(as indicated by high rates of ‘not applicable’) and, when they do have
control, they typically do not use environmentally minded methods of
management. A course in permaculture may therefore be an opportunity to engage
students in thought about the design and maintenance of their residential
gardens and/or lawn.
Environmental Landscape Use:
At your current residence, have you _________?
|
Yes
|
No
|
Not applicable
|
Total respondents
|
Installed a rain barrel
|
2%
|
53%
|
45%
|
100% (2273)
|
Installed a rain garden
|
1%
|
53%
|
46%
|
100% (2271)
|
Intentionally planted native species in your
lawn or garden
|
4%
|
48%
|
48%
|
100% (2269)
|
Converted all/part of lawn to native/natural
plantings
|
4%
|
45%
|
51%
|
100% (2271)
|
Sustainable Food Knowledge:
In that permaculture is a means of producing
local, organic, and sustainably grown food, a baseline of student knowledge in
this area may be useful to individuals seeking to design and market a course.
The SCIP data indicate that, in general, students tend to have a stronger
knowledge of organic food than locally-grown/processed food; 56% of students
reported ‘a lot’ or ‘a fair amount’ of knowledge about organic food, compared
with just 48% for local food. Education about the significance of local,
sustainably grown and harvested food is needed to close this knowledge gap, and
a permaculture course may play a role in edifying its participants about the
value of local food.
How much do you know about _______________?
|
A lot
|
A fair amount
|
A little
|
Not much/
Nothing
|
Total
|
Locally grown or processed food
|
14%
|
34%
|
38%
|
14%
|
100% (4013)
|
Organic food
|
17%
|
39%
|
34%
|
10%
|
100% (4011)
|
Sustainable Food Practices:
Last, we sought to examine the frequency with
which students make sustainable food purchases. Here, disparity between organic
and local food knowledge seems to be expressed in the ‘always’ category; 14% of
respondents ‘always’ or ‘mostly’ bought local food, whereas 16% ‘always’ or
‘mostly’ bought organics. Encouragingly, many students placed themselves in the
‘sometimes’ category. A permaculture course may interest both groups of
students, allowing them to examine the chain of production for both organics and
local goods. Given the wide spread in response, a course might also ask its
respondents to examine their own patterns of consumption as a means of
engagement and education.
During the past year, about how often did you
buy _____________?
|
Always/Most of the time
|
Sometimes
|
Rarely
|
Never
|
Don’t Know
|
Total
|
Locally grown or processed food
|
14%
|
52%
|
17%
|
4%
|
13%
|
100% (2331)
|
Organic Food
|
16%
|
49%
|
20%
|
7%
|
8%
|
100% (2330)
|
Focus
Groups
The
results of the focus groups are summarized as follows:
Sustainable
Food Movement
Most
students saw a sustainable agriculture system as one that offered a holistic, community-based
alternative to the current industrial agriculture model. Students emphasized
responsible land, water, and soil use to ensure the survival of future
generations by operating with closed-loop, zero-waste interactions. There was
an overwhelmingly positive belief in the ability of these systems to replace
the current agro-industry model, with perceived major roadblocks being policy,
economics, behavior change and public perception.
Education/Experiential
Learning
The
students viewed education, particularly that which emphasized experiential
learning, as the first step toward implementing a sustainable agriculture
system. The participants spoke passionately about their classes that had
included experiential learning experiences, noting that those courses had been
the most influential for them as students. Although they commented on the
potential difficulties in testing the knowledge gained from these classes at a
theoretical institution like the University of Michigan, the students were
veritably in favor of experiential learning, arguing that it is difficult to
visualize and connect to knowledge until there is some kind of experience and
tangibility attached to it. Additionally, students believed that one of the
most important products of hands-on learning was the high degree of
self-motivation to invest and learn more about the subject at hand, which they
saw as a key to success especially within environmental studies.
Students
were also asked to describe their ideal class and the specific characteristics
that they look for when choosing classes. Key components are as follows:
● Dynamic and interesting professor with a
keen investment in the material, and a willingness to provide open-door
communication with students
● Diverse use of educational resources,
including guest lectures, community outreach, and different types of media
● Small class size
● Group project component
● Engaging course description
● Theoretical background applied to
hands-on, applicable experiential learning
Permaculture
Course Logistics
The
focus was narrowed even more as students were asked to speak to the specifics
of what permaculture could look like at the University. All participants prized
a course over an extracurricular option, noting that students tend to
prioritize coursework over extracurricular opportunities and that courses allow
for more consistency and longevity. There was a further, unanimous emphasis on
experiential learning and a project component to the class, as well as an
emphasis on a holistic, interdisciplinary teaching style that offered multiple
perspectives on permaculture and its role in sustainable agriculture.
In
terms of course goals, students would want to come away with a holistic and
diverse understanding of permaculture and an ability to clearly communicate
their knowledge. Some students suggested adding a community involvement
component, enabling potential collaboration with the University of Michigan
Campus Farm and possible partnerships within the Ann Arbor community.
There
was some debate as to what the course should look like and to whom it should be
offered. They believed the course should be somewhere between 2 and 4 credits,
with arguments that 4 is too much work and that 2 would not allow enough time
for the experiential component. The need for prerequisites was also debated.
Some believed prerequisites would provide valuable background knowledge,
whereas others believed that it would unnecessarily limit enrollment to those
who had time and/or interest in multiple courses related to this topic.
Similarly,
there was some disagreement as to whether the course should be open to
underclassmen, upperclassmen, or graduate students, with a final consensus that
it should be a natural science course open to all students of any major, with
preferred seating for undergraduates. In the event that the class attracted a
large number of students, participants saw potential for the class being
divided into two sections at different times.
Faculty
Interviews
To
generate a cohesive understanding of existing interest in permaculture
education among UM faculty, we conducted interviews with four faculty members
whom we identified as potential facilitators of a permaculture course: Dr.
Raymond De Young, Dr. Ivette Perfecto, Joseph Trumpey, and Dr. Bill Currie. A
number of significant themes emerged from these interviews regarding content,
format, and feasibility of a permaculture course. Additionally, these
interviews yielded an inventory of resources and recommendations from faculty
members that helped to guide our project deliverables and recommendations for
the future of permaculture education at UM.
Themes
& Course Recommendations
A
prevalent topic discussed during faculty interviews was the position of
permaculture education within the university’s infrastructure. Faculty members
offered numerous opinions on how and where permaculture could fit within the
academic culture of UM. One opinion, brought to attention by Dr. Raymond De
Young, was the idea of framing a permaculture course within the university’s
Third Century Initiative. The Third Century Initiative is a $50 million,
five-year initiative overseen by the President and Provost. Established in
celebration of the university’s upcoming bicentennial, the initiative promotes
the development of innovative, multi-disciplinary approaches to education
scholarship. Dr. De Young suggested that a potential permaculture course might
be able to draw momentum or direct support for implementation from the Third
Century Initiative.
Additionally,
Dr. De Young suggested that a permaculture course be positioned within the
structure of the University of Michigan Sustainable Food Program. With support
from UMSFP, Dr. De Young suggested possibly hosting an alternative, field-based
permaculture course at the university’s Matthaei Botanical Gardens. The course
could involve faculty from multiple departments without being directly housed
in a specific academic department within the university.
In
contrast, Joseph Trumpey expressed concern for relying on faculty from
different schools within the university, citing that collaboration on a single
course between faculty members from different schools often creates financial
conflicts for one or more of the colleges involved, particularly concerning
which college will receive the financial compensation from the course’s
implementation. For this reason, collaboration amongst professors from
different areas within the university may not be an attractive option to
university administration.
Multiple
faculty members also discussed holding a permaculture course during a spring or
summer semester at UM. Dr. De Young noted that hosting a permaculture course
during the growing season might increase its experiential value. On the other
hand, Joseph Trumpey noted that finding faculty to teach a spring or summer
term course may be difficult considering the fact that many full-time faculty
members prefer to not to teach courses during those semesters.
One
of the most prevalent suggestions that arose during faculty interviews was the
idea of housing a permaculture element within the curricular structure of
another course. Dr. De Young first raised this idea and Dr. Perfecto avidly
supported it, noting that a course she co-teaches, ENVIRON 318: Food, Land, and
Society, or a similar sustainability or agriculture-related course may be the
perfect leverage point at which to incorporate permaculture curriculum for UM’s
current academic atmosphere.
All
faculty members expressed concern about the feasibility of implementing a
course solely based on permaculture at the university. Each suggested that
permaculture might appear too “cultish” of a topic for integration into
university curriculum. In addition, faculty members raised concerns about the
highly specialized nature of permaculture. Dr. De Young and Dr. Perfecto
suggested that a permaculture component could be integrated into a wider
curriculum concerning alternative agricultural systems. Considering that the University
of Michigan is not a land-grant university and has a limited background in
agriculture education, Dr. Perfecto suggested that incorporating aspects of
permaculture into a broader course might be the most viable solution for UM’s
current academic atmosphere.
Another
prevalent theme that arose during faculty interviews was the manner in which a
permaculture course could be taught at UM. All four faculty members provided
tangible suggestions for potential course formats and content. Suggestions
regarding format and content are as follows:
Format:
● Formal course offering with one faculty
member
● Formal course offering co-taught by two
or more faculty members
● Formal honors seminar (Honors 135) taught
by an undergraduate student
● Alternative course offering that provides
“experiential” credit
● Alternative course offering that combines
online modules with a field-based component
Content:
● Focus on agricultural components of
permaculture
● Focus on biological components of
permaculture
● Focus on sustainable living components of
permaculture
● Focus on design principles of
permaculture
● The role of permaculture in developing
countries
● A combined focus on the multiple
components of permaculture
Project
Implementation Recommendations
Interviewed
faculty also offered a number of recommendations for the progress and
completion of our project’s deliverables. Their recommendations, echoed by
multiple professors in some cases, are as followed:
● Develop a catalogue of all UM curriculum
pertaining to sustainable food systems, including past and present courses,
with the of goal identifying a clear position for permaculture curriculum
within existing academic infrastructure
● Start by implementing smaller educational
experiments that will help to promote and support greater permaculture
curricular initiatives in the future
● Proceed with caution and the
understanding a failed course offering has the potential to initiate long-term
resistance to permaculture curriculum among UM administration
● Think outside of the box; consider
alternative course structures and new modes of learning when designing
potential permaculture curriculum
Recommendations
After
analyzing multiple data gathered from both primary and secondary sources, we
recommend five steps be taken to implement permaculture education at the
University of Michigan. The options range in implementation from short to long
term: (1) the formation of a subcommittee within the Permaculture Design Team
(PDT) to continue project work (2) the support of an honors course on
permaculture in the fall of 2013, (2) the creation of an independent study for
Fall 2013, (3) the integration of permaculture into an existing course for
spring of 2014, (4) the creation of a permaculture course incorporated into the
Sustainable Foods minor that is applicable towards Program in the Environment
(PitE) credit in 2014-2015, and (5) the creation of a UMich PermaWiki site to
serve as a resource for the community.
1.
Formation of a PDT Subcommittee
In
order to ensure that the following recommendations will be carried out, we
recommend the formal establishment of a Permaculture Advisory Team (PAT) as a
sub-committee within the existing Permaculture Design Team. The members would consist
of the current ENVIRON 391 Permaculture Team members and interested PDT
members, many of whom have worked on this project in the Fall 2012 semester.
These individuals are already invested and familiar with the goals of this
project and will be best able to carry out the project goals that cannot be
completed this semester as well as any additional goals formed in the future
that relate to this project.
2.
Support of an Honors Course
Honors
135 is a mini-course intended for Honors freshmen to introduce them to the vast
array of academic possibilities in the Honors College and the University. The
course is taught by a senior Honors student in order to demonstrate the
importance of scholarship and research in the seminar leader’s area of
expertise to the first-year students in the Honors Program. Madeline Dunn, an
Honors senior, will be conducting a course on permaculture in the fall of 2013.
We intend to support her course by offering her access to the data that we have
gathered thus far as well as any other support that she requests. Additionally,
we recommend that PAT members use her class as an experiment for the future
implementation of a course on permaculture by garnering student feedback about
course components and suggested changes.
3.
Creation of Independent Study Template
In
order to meet the more immediate demand for permaculture education at the
University of Michigan, we recommend creating an easily accessible independent
study syllabus. Survey data showed a strong interest for a permaculture course,
and an independent study template would allow those students to do so. This is
especially important to provide in the case that permaculture cannot be
integrated into an existing professor-led course in the short term. An
independent study could thus be used as a professor-led course alternative or
as a way for students to expand on current permaculture knowledge.
As a
resource, we have constructed a list of readings, films, and potential projects
that will be accessible to all students interested in pursuing permaculture
education. Having this resource available will enable students to develop a
deeper understanding of permaculture without depending on the structure of a
course. Overall, the template will provide students with an excellent outline
to permaculture education while allowing room for students to individualize
that education.
We
recommend that the completed independent study template be housed within the
UMSFP and available on their website, ensuring a permanent location for the template
and easy accessibility for those interested. Survey data showed that interest
in a sustainable foods minor had a positive correlation with interest in a
permaculture course, and because UMSFP caters specifically to those interested
in sustainable foods, this makes it an ideal location for the template to be
housed. Additionally, in order to gain visibility we recommend that the template
be advertised by the UMSFP.
4.
Integration of permaculture into an existing course
Currently,
there are multiple agriculture-based courses offered that incorporate
permaculture-related topics, a list of which is provided in the Course
Catalogue in Appendix E. Within one or more of these courses, we recommend that
a unit is dedicated specifically to permaculture as a means of an alternative,
sustainable agricultural system. Incorporating permaculture into an existing
agriculture-based course enables a holistic education of agricultural methods,
which students cited as a key component of their ideal course.
Many
faculty also expressed interest for a more holistic approach to education,
encouraging the integration of permaculture within a broader context class
focusing on multiple approaches to sustainable agriculture. We would serve as a
resource to the professors by offering community partners and surveying syllabi
from various courses to minimize overlap. Additionally, if a course is found
before the end of the semester we would ideally be involved in helping plan the
unit. If no class is found, we recommend that the PAT continue to seek out
course integration possibilities, using the Course Catalogue found in Appendix
E as a guide.
5.
Creation of a Permaculture Course
We
recommend a longer-term goal of implementing a course specifically dedicated to
permaculture at the University of Michigan. The course would allow for a
thorough study of permaculture in an academic setting, a need for which has
been demonstrated by survey data showing that 41% of students would take a
class on permaculture if offered. It would necessarily involve a large
component of experiential-based learning so students would learn both inside
and outside of the classroom.
By
supporting an experiential-based course such as the proposed permaculture
course, the university would provide an avenue for students to pursue
educational experiences that applied to their clear interest in local
environments and farms. Additionally, both students and faculty stressed the
need for an experiential emphasis in the course, and the successful
permaculture course at the University of Indiana has incorporated experiential
learning as approximately half of their course-work. Any costs associated with
the experiential learning component could potentially be mitigated via course
funding from the Graham Institute for Sustainability.
While there is a
demonstrated desire to learn about permaculture in the classroom, several
barriers exist in implementing such a course. First and foremost, a professor
must be found who is interested in teaching the course and is comfortable
working with community partners. Since the University of Michigan is not
currently funding new courses, the faculty member would have to be willing to substitute
permaculture for one of their current course offerings. Many faculty members are already committed to teaching core classes, so
finding someone willing to teach a course on permaculture may be difficult.
However,
given the current movement toward a sustainable food minor, the likelihood of
implementing a permaculture course is much higher. Additionally, the university
has implemented faculty cluster hire in sustainable food systems. Therefore, we
recommend that the PAT maintains relationships with professors who have already
expressed interest in a permaculture course, as noted in the Stakeholder Matrix
(Appendix F) and continues to pursue new relationships with others who may be
interested, including the faculty hired as part of the cluster hire. Once a
professor is identified by the PAT, we recommend that this professor work
closely with the community and campus farm to ensure a meaningful experience.
Another
barrier may be the lack of student familiarity with permaculture, as survey
data showed that only 6.5% of students would feel comfortable explaining
permaculture to a friend. This may decrease their likelihood of taking the
course. In order to mitigate this potential barrier, we recommend that
students, faculty, and community partners already involved in permaculture
continue to avidly support the growing and present interest in this subject.
The importance of promoting a subject through peers within an institution was
clearly shown at Indiana University, where David Haberman cited student
promotions as the largest factor that contributed to their course’s success.
The
course would ideally focus on the principles of permaculture and how they are
being practiced around the world. The students would be required to do a
certain amount of hours on the farm during the semester, learning about
permaculture design. Because professors have discretion over the material they
teach, the course would change slightly depending on who teaches the course.
The professor would also influence the department in which this course would be
housed. Additionally, we recommend that the course credits be applicable toward
the PitE major or minor. Survey data indicates that previous sustainability
coursework correlates with interest in a permaculture course, and since PitE
students represent a significant portion of students taking sustainability
classes, giving PitE credit would likely garner additional interest for the
course.
6.
Creation of a UMich PermaWiki site
We
recommend the creation of a UMich PermaWiki site that will serve as a resource
to the University and the community as a whole. The site will include current
news about permaculture, student projects, community projects, relevant
courses, and ways to get involved. Survey results showed that 69% of students
would like to learn more about permaculture while 41% of students would take a
permaculture course if one were offered. Thus, in addition to serving those
pursuing permaculture coursework, this site will be particularly useful to
those who may want to learn more about permaculture but are unable to take a
permaculture course or independent study. We recommend that the site be managed
by the PAT. In order to promote the site, we recommend that links are made
available on the UMSFP and Chiwara homepages.
Conclusion
The demand for permaculture education at the University of Michigan has been
clearly demonstrated. Permaculture education is part of a broader movement
towards more participative learning, supporting the student demand for
more experience-based courses. By establishing permaculture within the
curriculum, the University of Michigan has an excellent opportunity to lead the
way in permaculture education, further supporting its reputation as a
university committed to sustainability and, most importantly, the educational
interests of its students.
References
Badgley, C. (n.d.). University of Michigan
Ecological and Evolutionary Biology. LSA. Retrieved from
https://www.lsa.umich.edu/eeb/directory/faculty/cbadgley/teaching.asp
Holmgren, D. (2010). Permaculture: principles
and pathways beyond sustainability. Petersfield: Permanent
Publications.
Marco, C., Dunn,
M., Kula, T., Morton, R., Petzak, T., & Targan, L.
(2012). Permaculture integration
at the University of Michigan. Retrieved
from http://problembased permaculture.blogspot.com/2013/01/permaculture-integreation-at-university.html
UM Sustainable Food Program. (2012). About us.
Retrieved from http://www.umsfp.com/ index.php/about-us
Appendices
Appendix A: Student Survey
Objectives:
The
Permaculture Team intends to send out a survey to a randomly generated group of
4000 graduate and undergraduate students at U of M from all disciplines and
departments. We hope to achieve five main goals by close of the survey cycle.
First, we wish to assess previous knowledge, if any, of permaculture; this will
help us determine the most efficient language for communicating our ideas to
the community. Second, we would like to gauge the level of interest in
permaculture education on campus; we need this in order to determine what type
of program will have the best reception and participation. Third, we want to
measure past involvement with environmental learning on campus, whether it be
through student organizations, classes, experiential learning, etc.; this tells
us what outside campus resources would be best to incorporate into our program,
based on what people have participated in thus far. Fourth, we are aiming to
distinguish the importance of sustainability in the student university
experience; closely related to our second goal, this will also help us design a
program that best matches participants’ priorities and interest levels.
Finally, we want to identify a target demographic for the PDC certification;
relationships between demographics (year, major, etc.) and responses to survey
questions will help us design a program that appeals to more than one
department.
Student Responses by School:
Architecture &
Urban Planning
|
4 (0.8%)
|
Art & Design
|
6 (1.3%)
|
Business
|
33 (7.0%)
|
Dentistry
|
6 (1.3%)
|
Education
|
8 (1.7%)
|
Engineering
|
80 (16.9%)
|
Rackham
|
24 (5.1%)
|
School of Information
|
4 (0.8%)
|
Kinesiology
|
15 (3.2%)
|
Law
|
11 (2.3%)
|
LSA
|
222 (46.8%)
|
Medicine
|
3 (0.6%)
|
Music, Theatre &
Dance
|
6 (1.3%)
|
SNRE
|
10 (2.1%)
|
Nursing
|
18 (3.8%)
|
Pharmacy
|
3 (0.6%)
|
Public Health
|
9 (1.9%)
|
Public Policy
|
6 (1.3%)
|
Social Work
|
6 (1.3%)
|
Survey Questions:
Which of the following terms would you feel
comfortable explaining to a friend? (select all that apply):
-permaculture
-biomimicry
-sustainable agriculture
-ecological design/engineering
-closed-loop systems
Attitudes:
Checklist:
Scale for all is as follows:
[strongly agree----agree----disagree----strongly
disagree]
I like to learn about sustainability in the
classroom. [Scale]
Sustainability pop-up: Sustainability is best
defined as the method of development that includes social, environmental, and
economic conditions to ensure human subsistence both now and in the future.
I like to practice sustainability outside of the
classroom. [Scale]
Sustainability is an important part of my
college experience [Scale].
I am interested in learning about sustainable
design. [Scale]
Sustainable design pop-up: Sustainable design
focuses on designing our built environment to comply with the principles that
govern the natural environment (e.g.: zero-waste, renewable resource use, etc.)
I am interested in learning about sustainable
agriculture. [Scale]
Sustainable agriculture pop-up: Sustainable agriculture
is an ecological approach to farming that focuses on environmental, economic,
and human health for both preset and future generations.
I am interested in learning about local food
systems. [Scale]
I would be interested in working in a garden or
farm as part of a college course. [Scale]
I would earn a minor in sustainable food systems
if one were offered.
I would be interested in learning more about
‘permaculture.’ [Scale]
Permaculture pop-up:
Permaculture is a method of systems thinking
that works to integrate our water, food, waste, and building systems with the
natural environment by mimicking natural recycling and feedback. These
landscape are productive, sustainable and don't require extensive human labor.
I would be interested in taking a course on
‘permaculture’ if one were offered. [Scale]
I would take a permaculture course for college
credit, but not as an extra-curricular activity.
I would be interested in earning a Permaculture
Design Certificate. [Scale]
PDC pop-up: The PDC is an
international course that combines coursework and fieldwork to certify
participants in the basic principles of ecological design.
I would be willing to dedicate 4 credit hours
per week to a permaculture course. [Scale]
Behaviors:
Are you a part of an environmental or
sustainability-oriented student organization on campus?
How many sustainability-oriented courses have
you taken at the University of Michigan?
Have you ever volunteered in a garden?
Have you ever helped plant a garden?
Have you ever worked on a farm?
Have you ever participated in an ecological
design project?
Have you ever participated in rainwater
harvesting?
Have you ever participated in home composting?
Demographics [drop down menus]:
School:
Major/Concentration (write-in)
Year:
Male/female/prefer not to answer
Appendix B: Student Focus Group Question
Guide
Provided to focus group participants:
Paper and markers for nametags
Handout describing permaculture and its 12
principles
Food (using research incentive)
Participants recruited through:
SSI email group
UMSFP email group
Planet Blue Student Leaders email group
Graham Scholars email group
Permaculture Design Team
Target Audience:
Undergraduate students who are currently
interested in topics in sustainability
Objective:
In this focus group session, we aim to gauge
student understanding and interest in permaculture as an overall concept.
Furthermore, we seek to assess students’ interest in a permaculture-centered
course. During the focus group, we will engage students in meaningful
conversation that will ultimately allow us to gain a better understanding of
how to implement permaculture education on campus, using students’ responses as
input towards curricular planning.
Agenda:
1. Welcome and Introduction (5-10 minutes)
• Thank everyone for coming and explain the
purpose of the focus group (see above).
• Go over “Rules of the Road” as generated by
group participants
• Have everyone introduce themselves with name,
hometown, and major.
2. Brief Project Proposal Outline (2-3
minutes)
3. Discussion (total: 60 minutes)
What does a sustainable agricultural system
look like to you? (10 minutes)
Follow up:
What role do you think education could play in
the creation and/or implementation of such a system?
What are current barriers to installing a
sustainable agriculture system?
What flaws do you see in the current
agricultural system?
Do you think that a sustainable agricultural
system could ultimately replace the current system?
What gets you interested in taking a class?
(10 minutes)
Follow up:
Can you speak to any specific examples of
courses that have stuck out to you? Why?
What would an ideal class look like to you?
What role would you like to see experiential
learning play in your education, if any? (10 minutes)
Follow up:
What costs/benefits do you think a course
including experiential learning would have?
How do you think a course on permaculture
could be incorporated at U-M? (20
minutes)
Follow up:
What would you hope to gain from a class about permaculture?
How much time would you be willing to dedicate
to a permaculture course?
To whom should a permaculture class be offered?
Probe: Graduate students? Undergraduates? LSA
students only?
4. Final Discussion (5-10 minutes)
Is there anything else that you would like us to
know?
• What questions should we have asked, but
didn’t?
5. Wrap-Up and Next Steps (5 minutes)
• Explain what we plan to do with the data.
• Thank everyone for coming.
• Provide an email address for further comments
after the meeting: ravo@umich.edu
Appendix C: Semi-Structured Interviews
with Permaculture Practitioners
Target:
Leader of Permaculture Course at Indiana University
at Bloomington
Contact Information:
Indiana—Professor David Haberman, Department of
Religious Studies, dhaberma@indiana.edu
Objective:
We seek to gain a deep knowledge of the
formation of permaculture programming on a university campus. To this end, we
will interview David Haberman—an IU Bloomington professor who implemented
permaculture programming for undergraduate students. Our questions will assess
the design, formation, and administration of campus-based permaculture
programs. Overall, we hope to glean an understanding of factors critical to the
success of campus-based permaculture education, as well as stories and advice
from a permaculture practitioner.
Agenda:
I. Introductions
(5 minutes) – Interviewers and interviewees will introduce themselves
II. Project
Outline (5 minutes) – Interviewers will outline U-M permaculture proposal
III. Interview
Questions (25 minutes) – Interviewers will utilize question guide to direct a
semi-structured interview
IV. Open
Dialogue (10 minutes) – Interviewees will have the opportunity to ask
questions and engage in
conversation with interviewers
Total
time: 45 minutes (estimated)
Question Guide:
Can you tell me more about how this program got
started?
a. Probe: Which actors
were involved?
b. Probe: How did you
gain/keep student interest? Staff/faculty interest?
What is something you wish you had known before
starting your program?
a. Probe: Were there any
pitfalls that you think others may run into?
b. Probe: Do you have
any general advice for a group just starting to create a
program?
What is the level of community involvement?
Is the program incorporated into the curriculum?
If not, do you have any plans to do so in
the future?
a. Probe: How do you
describe the course to individuals in different disciplines?
b. What important
lessons can students can learn from permaculture?
c. What is the role of
experiential education in your program?
Can you share your favorite story from the
permaculture program?
Where do you see your program in 10 years?
Appendix D: Faculty Interview Question
Guide
Objective:
In these interview sessions, we aim to gauge
faculty understanding and interest in teaching permaculture. In addition, we
hope to converse about current courses offered at UM related to permaculture.
During these interviews, we hope to engage the faculty members in meaningful
conversations that will generate further interest in
permaculture education on campus. In addition to generating interest, we aim to
gain a better understanding of how to implement a permaculture course. Lastly,
we hope to come away from the interviews with a clearer understanding of if,
and how, permaculture education fits at UM, from multiple faculty members’
viewpoints. Ideally, our interviews will lead us to identifying faculty members
interested in actually teaching a permaculture course.
Discussion Questions:
How does your discipline and/or interests fit
with permaculture? Elaborate.
Follow-up:
Do you see any tensions with permaculture?
What aspects of classes that you teach relate
directly to permaculture?
Do you feel that a course dedicated specifically
to permaculture would be a beneficial addition to sustainability education at
UM? Please elaborate.
Follow-up:
What do you think is the most effective way for
our team to work with faculty to implement a permaculture course?
Where would a permaculture course be most
effectively housed?
Is there specific department you envision a
permaculture course being housed in?
How do you think
permaculture education ties into experiential learning at a university level?
Follow-up:
Do you think that a permaculture education
program could or should be more effectively implemented in a format other than
a course? What about here at U of
M, specifically?
Is there anything else you would like us to know?
-What questions should we have asked, but
didn’t?
Appendix E: Course Catalogue
Year
|
Term
|
Course Number
|
Course Title
|
Instructor
|
Email
|
2013
|
Winter
|
UC254
|
Sophomore
Interdisciplinary Seminar - Much Depends on Dinner
|
Margot
Finn
|
|
2012
|
Fall
|
ENVIRON
101
|
Energy,
Food, and the Environment
|
John
Vandermeer
|
|
2012
|
Fall
|
ENVIRON
290
|
Food:
The Ecology, Economics, and Ethics of Growing and Eating
|
Thomas
Princen
|
|
2012
|
Fall
|
UC254
|
Sophomore
Interdisciplinary Seminar - Much Depends on Dinner
|
Margot
Finn
|
|
2012
|
Spring
|
EEB
445
|
Ethnobotany
|
Scott
Herron
|
|
2012
|
Winter
|
ENVIRON
318
|
Food,
Land, and Society
|
Catherine
Badgley
|
|
2012
|
Winter
|
UC254
|
Sophomore
Interdisciplinary Seminar - Much Depends on Dinner
|
Margot
Finn
|
|
2011
|
Fall
|
ENVIRON
101
|
Energy,
Food, and the Environment
|
John
Vandermeer
|
|
2011
|
Fall
|
ENVIRON
290
|
Food:
The Ecology, Economics, and Ethics of Growing and Eating
|
Thomas
Princen
|
|
2011
|
Fall
|
UC254
|
Sophomore
Interdisciplinary Seminar - Much Depends on Dinner
|
Margot
Finn
|
|
2011
|
Summer
|
ANTHRBIO
297
|
From
Hunting to Hot Dogs: The Archaeology of Food
|
Amanda
Logan
|
|
2011
|
Spring
|
EEB
445
|
Ethnobotany
|
Scott
Herron
|
|
2011
|
Spring
|
ANTHRBIO
297
|
Are
We What We Eat? The Evolution of the Human Diet
|
Julie
Lesnick
|
|
2010
|
Fall
|
ENVIRON
101
|
Energy,
Food, and the Environment
|
John
Vandermeer
|
|
2010
|
Spring
|
EEB
445
|
Ethnobotany
|
Scott
Herron
|
|
2010
|
Winter
|
ENVIRON
318
|
Food,
Land, and Society
|
Catherine
Badgley & Ivette Perfecto
|
|
2010
|
Winter
|
ENVIRON
319
|
Food,
Land, and Society Field Study
|
Catherine
Badgley & Ivette Perfecto
|
|
2009
|
Fall
|
ENVIRON
101
|
Energy,
Food, and the Environment
|
John
Vandermeer
|
|
2009
|
Spring
|
EEB
445
|
Ethnobotany
|
Scott
Herron
|
|
2009
|
Winter
|
ENGLISH
125
|
Tales
of the Global Stomach: Past & Present Politics of Food.
|
Anne
Berg
|
|
2008
|
Fall
|
BIOLOGY
101
|
Biology
and Human Affairs
|
John
Vandermeer
|
|
2008
|
Fall
|
PHIL
196
|
Eating
Right: The Ethics and Aesthetics of Food
|
Andrew
Egan
|
|
2008
|
Spring
|
AMCULT
204
|
American
Foodways
|
Margot
Finn
|
|
2008
|
Spring
|
ANTHRCUL
298
|
Food
and Eating from an Anthropological Perspective: Tastes, Appetites, and Moral
Obligations
|
Xochitl
Ruiz
|
|
2008
|
Spring
|
EEB
445
|
Ethnobotany
|
Scott
Herron
|
|
2008
|
Winter
|
ENVIRON
318
|
Food,
Land, and Society
|
Catherine
Badgley & Ivette Perfecto
|
|
2008
|
Winter
|
ENVIRON
319
|
Food,
Land, and Society Field Study
|
Catherine
Badgley & Ivette Perfecto
|
|
2006
|
Fall
|
HISTORY
195
|
Global
Food Histories: Tales of Commodities and Cookbooks
|
Rebekah
Pite
|
|
2005
|
Spring
|
ANTHRARC
296
|
African
Foodways Past and Present
|
Daphne
Gallagher
|
|
2005
|
Winter
|
RCLANG
324
|
Agriculture
and Socio-Political Movements in Latin America
|
Katia
Aviles-Vazquez
|
|
2004
|
Fall
|
RCLANG
324
|
Agriculture
and Socio-Political Movements in Latin America
|
Katia
Aviles-Vazquez
|
|
2004
|
Spring
|
ENVIRON
318
|
Food,
Land, and Society
|
Catherine
Badgley & Ivette Perfecto
|
|
Appendix
F: Project Stakeholder Matrix
INFLUENCERS
|
|
STRATEGY
|
Individual/Group Name
|
What do you need from them for your project?
|
How will you engage the thinking and/or action
of these people to help you with your project?
|
Nathan Ayers (Chiwara)
|
Nathan Ayers
is the Founder and Director of Chiwara Permaculture. Given Chiwara’s close
ties to the Permaculture Design Team (PDT), Nathan will be a key advisor for
decisions made by the Permaculture Advisory Team (PAT).
|
PAT will continue to meet and communicate with
Nathan. The relationship between PAT and Chiwara is an essential one, as it
connects permaculture at UM to the broader practice of permaculture in the
community.
|
Catherine Badgley
|
Catherine is keenly interested in the project. She
may help with envisioning a space for permaculture within higher education
and as a contact point for similarly interested professors.
|
We have already met with Catherine. We plan to
keep in contact with her for advice and send her a copy of the project
report.
|
Jerry Tyrrell
|
Jerry, a representative of UMSFP, is a great asset
to us. We need his cooperation and support for our project because UMSFP is
our sponsor. Additionally, his ideas about the direction of our project and
the numerous resources he (and the rest of UMSFP) have access to can
potentially be very beneficial to our success.
|
We will meet with him as necessary and keep him
updated on all our plans. We
will work with UMSFP to add the independent study template to the UMSFP
website.
|
Liz Dengate
|
Like Jerry, Liz is a member of UMSFP and has the
potential to offer us useful resources and guidance for our project. We do
not need anything directly from Liz at this point.
|
Liz will stay informed on our project progress
through Jerry, who will report important progress components back to the
other UMSFP members.
|
Madeline Dunn
|
As the leader
of PDT and the instructor for the Honors 135 course, Madeline is a key
stakeholder in permaculture education on the UM campus. The PAT will need her
support and guidance as it moves forward with the implementation of project
recommendations.
|
We will keep Madeline updated with the progress of
our project via email and at PDT meetings.
|
Paul Webb
|
As the director of PitE, we need Paul’s support if
we intend to offer a course to PitE students, or to fulfill some sort of PitE
requirement.
|
We met with Paul at the beginning, and he
expressed some concern as to the feasibility of permaculture as an idea. We will send him a copy of the
executive summary to update him on the progress of our project.
|
Scott Herron
|
Scott Herron is a professor at Ferris State
University who teaches
Ethnobotany at the University of Michigan Biostation. He might be interested
in adding a permaculture unit to his course.
|
We will send
Professor Herron a copy of our final report and follow up if he has further
interest.
|
Bill Currie
|
Dr. Bill Currie is an associate professor in SNRE.
We wanted to look at his syllabus to see if we could gather any information
about the courses he taught. Access to Dr. Currie’s syllabi would allow us to
realize the overlap his courses may have with some other courses offered.
|
Dr. Currie is not interested in teaching a course.
He might be interested in guest-lecturing and it seems like he is willing to
give his syllabi from previous courses.
|
David Haberman
|
Dr. Haberman is a professor in the department of
religious studies at Indiana University. He initiated the permaculture course
at the University. We wanted to gain knowledge about how he initiated a
permaculture course. We want advice and guidance from Dr. Haberman.
|
We used the information gathered from Dr. Haberman
to think about how we wanted to contact people who may interested in
permaculture education. We used his experience as a case study and evidence
that such a course could exist. We may continue to work with Dr. Haberman for
future guidance.
|
Joseph Trumpey
|
Trumpey is a professor in the School of Art and
Design who is interested in designing sustainable food systems. We need
cooperation from Trumpey to get access to his syllabus when designing a
future course. Also, we need advice and support from Trumpey.
|
Trumpey does not seem interested in teaching a
course for the fall of 2013, but he supported the design of our proposed
course. Trumpey also seemed interested in guest-lecturing. We will continue
to work with Trumpey in the future to seek advice and to gain leverage with
faculty.
|
Ivette Perfecto
|
Dr. Perfecto is a professor in SNRE. We need
cooperation and collaboration from Perfecto. We recommend that Perfecto
includes a unit on permaculture in her course (Food, Land, and Society).
|
We plan to continue to work with Perfecto to
develop a working relationship. We want to collaborate with Perfecto in
designing her course for spring 2014.
|
Raymond DeYoung
|
DeYoung is a professor in SNRE. We need
cooperation from DeYoung to allow access to his syllabi. Also, he has some
faculty leverage within UMSFP so he could support our future goal of having
the permaculture course be included in a Sustainable Foods Minor housed
within UMSFP.
|
We plan to continue to work with DeYoung to get
advice and support. Also, DeYoung seemed interested in guest-lecturing for a
course on permaculture.
|
Bob Gracie
|
As Director of Matthaei Botanical Gardens, Gracie
was recommended by De Young as a potential connection. We would need his
assistance if we were to coordinate a permaculture course/field day in the
Botanical Gardens.
|
We would not organize a meeting with Gracie this
semester; we may collaborate later on, as we pursue future recommendations.
|
Dr. Mary Carol Hunter
|
Dr. Hunter was also recommended by De Young, as
Associate Professor of Ecological Design in SNRE. She has a holistic approach
to her teaching of ecological design, which encompasses aesthetics, human
health, and ecology. Her advice and support would be valuable with future
project developments.
|
We would not organize a meeting with Dr. Hunter
this semester; we may collaborate later on, as we pursue future
recommendations.
|
Larissa Larsen
|
Recommended by De Young, Larsen is the Associate
Professor of Urban and Regional Planning and Natural Resources in SNRE. She
has experience with overseeing community-based capstone Master’s projects in
Detroit neighborhoods, which could be helpful if we were to develop a
field-experience/community-based portion of a class in the future.
|
We would not organize a meeting with Larsen this
semester; we may collaborate later on, as we pursue future recommendations.
|
Jason Duvall
|
Recommended by De Young, Duvall is a PitE
Lecturer. We need more information about Duvall’s experiences/background
before we can determine a connection to the project.
|
We would not organize a meeting with Duvall this
semester; we may collaborate later on once we do more research.
|
Dr. Rita Benn
|
Recommended by De Young, Dr. Benn is the Director
of Education at UM Integrative Medicine. Dr. Benn has expertise with planning
curriculum/worshops, and with implementing and evaluating coursework. She
could be a helpful resource as we develop our permaculture “module”, and with
any future curriculum developments.
|
We would not organize a meeting with Dr. Benn this
semester; we may collaborate later on, as we pursue future recommendations.
|
SNRE Masters Team, Education in Sustainable
Agriculture
|
This team is a resource recommended by De Young.
We don’t have any specific information on the Team and their project as of
yet, but may be able to share data and collaborate in the future.
|
We would not organize a meeting with the SNRE Team
this semester; we may collaborate later on, as we pursue future
recommendations.
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Martha Travers
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Recommended by Madeline Dunn. She indicated an
interest in including permaculture in her classes, and would be interested in
future cooperation with our 4th recommendation.
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We see potential to include a permaculture unit in
one of her classes in the future, ideally sometime in Spring 2014.
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IMPACTED BY
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DESIRED BEHAVIOR
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STRATEGY
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Students
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There is already demonstrated student interest in
a permaculture course. We hope to generate a sustained interest from the
student body so that permaculture education is not just a fad.
|
We plan to continue to offer different ways that
students can get involved in permaculture education.
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Faculty
|
We hope to generate more faculty interest in
permaculture. Currently, most faculty members do not seem interested in
teaching a course dedicated specifically to permaculture. In the future, we
hope to convince a professor to teach a permaculture course.
|
We plan to continue to engage in meaningful
conversation with faculty who are interested in sustainability in hopes of
convincing them to teach a permaculture course. We will continue to do
implement small experiments like the independent study or Madeline's course
to demonstrate a need for a permaculture course on campus.
|
Appendix G: Independent Study Template
Course
Goals and Direction: The goal of this independent study is to learn the
principles and ethics of permaculture while completing a specialized project
relating to permaculture. The student should come away from the course with an
understanding of biomimicry, systems thinking, and agroecology. Note: While
this template will serve as a guide for students interested in furthering their
knowledge of permaculture, the ultimate direction of this course will be molded
by the student.
Reading
List:
Desert
or Paradise,
Sepp Holzer
Gaia’s
Garden (2nd Ed.), by Toby Hemenway
The
One Straw Revolution, by Masanobu Fukuoka
Permaculture:
A designer’s manual, by Bill Mollison
Permaculture: Principles & pathways beyond
sustainability, by David Holmgren
The above reading list will give a thorough understanding of
permaculture principles and ethics, systems thinking, biomimicry, agroecology,
and related topics. However, if the student wishes to pursue a topic more
in-depth, it may be advantageous to seek out additional readings. Toby
Hemenway’s website (http://www.patternliteracy.com/), for example, provides a
comprehensive reading list on specific topics, which the student may find
helpful depending on their specific project. Students should incorporate readings
that are specific to their course goals.
Video Resources:
How
Permaculture Can Save Humanity and the Planet - But Not Civilization (lecture
by Toby Hemenway)
Redesigning
Civilization - With Permaculture (lecture by Toby Hemenway) (sequel to above)
UMass
Amherst Permaculture Videos
Bringing
the Dead Sea Back to Life - Greening the Desert - Permanent Agriculture at its
Best
Videos
may be used as a supplement to the readings. Students may find the above videos
useful to their overall understanding of permaculture and/or to their projects.
All videos listed can be found on YouTube.
Community
Resources:
The
following community groups are currently involved in permaculture and/or
permaculture related topics. Students may contact these groups for project
suggestions, possibilities for project implementation, or for other information
depending on the student’s individual independent study.
Chiwara
Permaculture
Website:
http://www.chiwarapermaculture.com/
Permaculture
Ypsilanti
Website: http://abundantmichigan.wordpress.com/ypsilanti/
University
of Michigan Sustainable Food Program
Website:
http://umsfp.com/
Potential
Project Topics:
As
per the Chiwara website, the key research areas within permaculture fall into
six different categories, including:
- Food
- Water
- Energy
- Building
- Transport
- Waste
Students
can choose to create a project that focuses on single or multiple categories.
The student may also choose to focus on another area not listed above with the
permission of their faculty advisor. Depending on the student’s prior knowledge
and experience with permaculture, the project may take up more or less of the
total coursework.
___________________________________________________________
Prior
to registration for an independent study in permaculture, the student must
first:
1.
Obtain a faculty advisor. The advisor should have an interest or expertise in
topics relating to permaculture.
2.
With the advisor, establish a plan for what will be accomplished during the
semester and what role the advisor will play in the student’s permaculture
education.
