Campus sustainable food projects: critique and engagement

Introducing Food Sustainability in Formal Education: A Teaching-Learning Sequence Contextualized in the Garden for Secondary School Students

The purpose of this paper is to assess the impact of a garden-based teaching unit about “Food and Nutrition” on students’ knowledge and habits of sustainable healthy diets, and to compare it with that of a more traditional unit from a textbook. This communication is framed in a research project (EDUCYL2020-01 “Sembrando interés, cosechando competencia”, financed by the Consejería de Educación de la Junta de Castilla y León through the Dirección General de Innovación y Formación del Profesorado (ORDEN EDU/262/2020, de 9 de marzo, por la que se convoca la selección de proyectos de investigación educativa a desarrollar por equipos de profesores y equipos de inspectores que presten servicios educativos de la Comunidad de Castilla y León durante los cursos 2020/2122)) whose aim is to improve science education by approaching scientific topics of the official curriculum from a context-based strategy. The authors first designed a teaching-learning sequence, using an organic learning garden as a context, including real-life activities to promote reflection and debate among students. Such a sequence was implemented in a group of 40 students at the third course of Spanish compulsory secondary education, whose results were compared with those of a group of 15 students who followed the textbook. The impact was assessed by posing four open questions to students from the two groups, both at the beginning and the end of the instruction, whose answers were analyzed quantitatively and qualitatively. Results show that implementing the sequence constituted an educational improvement with respect to traditional teaching, since students’ answers on the topic were overall more comprehensive and evidenced better preparation for making real-life decisions. Students from the experimental group became more aware of the environmental impacts of human nutrition, and of sustainable healthy diets. It was also indicated that the health and nutrition-centered approach that still predominates in education needs to be overcome, and a sustainable approach needs to be taken. This is a novel study that leads a new line of research devoted to addressing education about sustainable food, which arises from the demands of raising awareness among citizens toward changing diets within the transition toward sustainable food systems.

Sustainability as an Emerging Paradigm in Universities

This article aims to review the perspective of sustainability adoption in universities through two dimensions: firstly, from the educational and research process, and second, from their global positioning in terms of the performance of their university campus. For this purpose, a bibliometric analysis was carried out, referring to publications dating from 2006 to 2020, using the terms “Sustainability, green universities and curricular sustainability” as search keywords. In addition, an analysis of eight global university rankings was made, gathering information from their official websites on their evaluation fields, indicators, and volume of Ibero–American universities cataloged. The result is that, since 2007, the number of publications on this topic has increased, showing that the participation of Latin American in publications is very low (3.69%). Furthermore, only 12% of Latin American universities are included in world rankings. Sustainability has hardly been integrated into university academic programs; likewise, it is observed that the traditional world ranking of universities mainly take into account factors related to teaching and research, without considering criteria related to sustainability. Moreover, it is essential to develop policies that encourage universities to develop sustainability strategies in their academic and institutional processes in general, as well as in the global university evaluation systems, in order to value sustainability adequately in both in academics, research and institutional performance.

Campus Food Provision as Radical Pedagogy? Following Students on the Path to Equitable Food Systems

On campuses across North America, students are actively prefiguring alternatives to the fundamental inequities and unsustainability of the capital-intensive, industrialized food system. While rarely recognized as such, these Campus Food System Alternatives (CFSA) are intensely pedagogical spaces, and often—importantly—are student led and directed. We make the case that CFSA are sites for a “pedagogy of radical hope” that (a) centre student agency, (b) through informal and prefigurative learning. So far these spaces have received scant scholarly attention, though inasmuch as they constitute pathways toward more equitable and sustainable food systems, while informing liberatory pedagogical practice, we argue that it is high time for CFSA to be taken seriously.

Development of the University Food Environment Assessment (Uni-Food) Tool and Process to Benchmark the Healthiness, Equity, and Environmental Sustainability of University Food Environments

Globally, there is increasing interest in monitoring actions to create healthy, equitable and environmentally sustainable food environments. Currently, there is a lack of detailed tools for monitoring and benchmarking university food environments. This study aimed to develop the University Food Environment Assessment (Uni-Food) tool and process to benchmark the healthiness, equity, and environmental sustainability of food environments in tertiary education settings, and pilot test its implementation in three Australian universities in 2021. The Uni-Food tool development was informed by a review of the literature and input from an expert advisory panel. It comprises three components: (1) university systems and governance, (2) campus facilities and environments, and (3) food retail outlets. The process for implementing the tool is designed for universities to self-assess the extent to which they have implemented recommended practice in 68 indicators, across 16 domains, weighted based on their relative importance. The pilot implementation of the tool identified moderate diversity in food environments across universities and highlighted several opportunities for improvements at each institution. The assessment process was found to be reliable, with assessors rating the tool as easy to use, requiring minimal resources. Broad application of the tool has the potential to increase accountability and guide best practice in tertiary education and other complex institutional settings.

Toward a Healthy and Environmentally Sustainable Campus Food Environment: A Scoping Review of Postsecondary Food Interventions

Interventions are urgently needed to transform the food system and shift population eating patterns toward those consistent with human health and environmental sustainability. Postsecondary campuses offer a naturalistic setting to trial interventions to improve the health of students and provide insight into interventions that could be scaled up in other settings. However, the current state of the evidence on interventions to support healthy and environmentally sustainable eating within postsecondary settings is not well understood. A scoping review of food- and nutrition-related interventions implemented and evaluated on postsecondary campuses was conducted to determine the extent to which they integrate considerations related to human health and/or environmental sustainability, as well as to synthesize the nature and effectiveness of interventions and to identify knowledge gaps in the literature. MEDLINE (via PubMed), CINAHL, Scopus, and ERIC were searched to identify articles describing naturalistic campus food interventions published in English from January 2015 to December 2019. Data were extracted from 38 peer-reviewed articles, representing 37 unique interventions, and synthesized according to policy domains within the World Cancer Research Foundation's NOURISHING framework. Most interventions were focused on supporting human health, whereas considerations related to environmental sustainability were minimal. Interventions to support human health primarily sought to increase nutrition knowledge or to make complementary shifts in food environments, such as through nutrition labeling at point of purchase. Interventions to support environmental sustainability often focused on reducing food waste and few emphasized consumption patterns with lower environmental impacts. The implementation of integrated approaches considering the complexity and interconnectivity of human and planetary health is needed. Such approaches must go beyond the individual to alter the structural determinants that shape our food system and eating patterns.

Sustainable Agri-Food Systems: Environment, Economy, Society, and Policy

Agri-food systems (AFS) have been central in the debate on sustainable development. Despite this growing interest in AFS, comprehensive analyses of the scholarly literature are hard to find. Therefore, the present systematic review delineated the contours of this growing research strand and analyzed how it relates to sustainability. A search performed on the Web of Science in January 2020 yielded 1389 documents, and 1289 were selected and underwent bibliometric and topical analyses. The topical analysis was informed by the SAFA (Sustainability Assessment of Food and Agriculture systems) approach of FAO and structured along four dimensions viz. environment, economy, society and culture, and policy and governance. The review shows an increasing interest in AFS with an exponential increase in publications number. However, the study field is north-biased and dominated by researchers and organizations from developed countries. Moreover, the analysis suggests that while environmental aspects are sufficiently addressed, social, economic, and political ones are generally overlooked. The paper ends by providing directions for future research and listing some topics to be integrated into a comprehensive, multidisciplinary agenda addressing the multifaceted (un)sustainability of AFS. It makes the case for adopting a holistic, 4-P (planet, people, profit, policy) approach in agri-food system studies.

A Multi Theory-Based Investigation of College Students' Underlying Beliefs About Local Food Consumption

OBJECTIVE

To identify college students' perceptions of local food on the basis of a multi-theory model.

DESIGN

Semistructured individual interviews were conducted. The Theory of Planned Behavior and Health Belief Model extended with self-congruity were used as a framework.

SETTING

A university in the southeast region of the US.

PARTICIPANTS

A total of 30 college students, including in-state, out-of-state, and international.

MAIN OUTCOME MEASURES

Behavioral beliefs, normative beliefs, control beliefs, perceived threats, self-congruity, cues to action, and definitions regarding local food.

ANALYSIS

Interviews were audio-recorded and transcribed verbatim. A hybrid inductive and deductive content analysis was used to analyze transcriptions.

RESULTS

Health benefits, supporting local, less processing, freshness, and trustworthiness were identified as advantages of consuming local food. Perceived disadvantages included limited variety and higher prices. Major themes related to normative beliefs included approval of family members and friends. Perceived barriers included lack of information, lack of availability, and inconvenience. Perceived facilitators included availability and clear advertisement. Poor dietary quality was a major threat. Local food consumers were identified as health conscious. Potentially effective cues to action were also identified. Emotion emerged as a new theme.

CONCLUSIONS AND IMPLICATIONS

The identified themes could be further explored for promotion of local food consumption among this population.

A scoping review of policies promoting and supporting sustainable food systems in the university setting

BACKGROUND

Transitioning towards sustainable food systems for the health of the population and planet will require governments and institutions to develop effective governance to support the adoption of sustainable food practices. The aim of the paper is to describe current governance within Australian and New Zealand universities designed to support sustainable food systems.

METHODS

A systematic search of governance documents to support sustainable food systems within Australian and New Zealand universities was conducted. Data were obtained from 1) targeted websites 2) internet search engines and 3) expert consultations. Inclusion criteria consisted of university governance documents including by-laws, policies, guidelines, frameworks, and procedures that support sustainable food systems.

RESULTS

Twenty-nine governance documents across nineteen Australian and New Zealand universities were included for synthesis, including waste management policies (n = 3), fair-trade/procurement policies (n = 6), catering and or event guidelines (n = 7) and catering policies (n = 2), and environmental management plans (n = 11). The main strategies adopted by universities were sustainable waste management and prevention (e.g. reducing landfill, reducing wasted food, (27%)), ethical procurement practices (i.e. fair-trade (27%)) and environmentally sustainable food consumption (e.g. local, seasonal, organic, vegetarian food supply (14.5%)). Only 12.5% of universities addressed all three of the main strategies identified.

CONCLUSIONS

This study indicates that while sustainable food systems are considered in some university governance documents, efforts are predominantly focused on aspects such as waste management or procurement of fair-trade items which as stand-alone practices are likely to have minimal impact. This review highlights the scope of universities to provide strong leadership in promoting and supporting sustainable food systems through holistic institutional policies and governance mechanisms.

Food: Location, Location, Location

This article examines the question of why local food has become, for many activists and scholars, a core concept for understanding food systems and globalization and for challenging systems of injustice and inequality. I begin with the French concept of terroir, which is often translated as the “taste of place,” and examine why this term, part of France's cultural common sense, is difficult to implement in other places. I then consider efforts to use local foods to grapple with the forces of globalization and efforts to use ideas about local food to moralize capitalism and humanize food distribution systems. I examine the relationship between movements for food sovereignty and food justice with local foods. Finally, I explore the uses of local foods as part of efforts to develop, assert, and sometimes market local, regional, or national identities.

It’s All in the SKU: Getting Food from Somewhere from the Field to the Dinner Plate while Using a Large Scale Retailer

The local food movement provides sustainable food, but often suffers from a lack of economic viability. We examine the need for concerned consumers, qualified growers, and responsible retailers. Concerned consumers are individuals who desire food from somewhere, but must shop at food retailers. Qualified growers sell sustainable food from somewhere, and must be able to set their own prices. Responsible retailers provide consumers with food from somewhere. Taken together, currently there is no good system in place to allow for large scale purchases and long term sales of food from somewhere for a retailer. To solve this, we propose a benevolent wholesaler model, in which stock keeping unit (SKU) numbers are given to each type of product from each farm. This enables tracking of the origin of the produce by retail customers and individual consumers, while retaining the attributes of a food system that allow for large scale purchases and long term sales. Such systems are no less sustainable, but potentially provide enhanced economic viability for producers.

Development and validation of green eating behaviors, stage of change, decisional balance, and self-efficacy scales in college students

OBJECTIVE

To develop and validate an instrument to assess environmentally conscious eating (Green Eating [GE]) behavior (BEH) and GE Transtheoretical Model constructs including Stage of Change (SOC), Decisional Balance (DB), and Self-efficacy (SE).

DESIGN

Cross-sectional instrument development survey.

SETTING/PARTICIPANTS

Convenience sample (n = 954) of 18- to 24-year-old college students from a northeastern university.

ANALYSIS

The sample was randomly split: (N1) and (N2). N1 was used for exploratory factor analyses using principal components analyses; N2 was used for confirmatory analyses (structural modeling) and reliability analyses (coefficient α). The full sample was used for measurement invariance (multi-group confirmatory analyses) and convergent validity (BEH) and known group validation (DB and SE) by SOC using analysis of variance.

RESULTS

Reliable (α > .7), psychometrically sound, and stable measures included 2 correlated 5-item DB subscales (Pros and Cons), 2 correlated SE subscales (school [5 items] and home [3 items]), and a single 6-item BEH scale. Most students (66%) were in Precontemplation and Contemplation SOC. Behavior, DB, and SE scales differed significantly by SOC (P < .001) with moderate to large effect sizes, as predicted by the Transtheoretical Model, which supported the validity of these measures.

CONCLUSIONS AND IMPLICATIONS

Successful development and preliminary validation of this 25-item GE instrument provides a basis for assessment as well as development of tailored interventions for college students.

Evaluation of the food store environment on and near the campus of 15 postsecondary institutions

PURPOSE

This study evaluated the food stores on and near postsecondary campuses varying in institutional size.

DESIGN

The design of the study is an environmental audit survey.

SETTING

Fifteen U.S. postsecondary education institutions participated in this study between 2009-2011.

SUBJECTS

Eighty-one stores (44% grocery, 17% campus, and 39% convenience/drug) were evaluated.

MEASURES

The Nutrition Environment Measures Survey for Stores was modified to evaluate food stores. Analysis. Analysis of variance with post hoc Tukey B and t-tests assessed differences between store types and by institutional size.

RESULTS

Grocery stores had significantly higher scores than campus/convenience stores for healthy foods (19.5 ± 3.8 vs. 2.4 ± 1.7), and for the availability (19.5 ± 3.8 vs. 2.4 ± 1.7) and quality (5.9 ± 0.5 vs. 1.8 ± 2.2) of fruits/vegetables (p < .001). Healthy foods and beverages were significantly more expensive (-0.6 ± 3.4 vs. 0.9 ± 2.0; p < .031) than their less healthful alternatives in grocery stores, but not in convenience stores. There were no differences by institutional size for grocery stores; however, smaller institutions' convenience stores had significantly lower availability and quality of fruits/vegetables and total food store environment scores.

CONCLUSION

A college campus provides a food environment with an array of shopping venues, most of which are not consistent with dietary recommendations for obesity prevention. The limited quality of healthy food in on-campus and convenience stores and the exacerbated deficiencies for small postsecondary institutions provide evidence to support environmental and policy initiatives to improve the quality of campus food store environments.

Farm to institution: creating access to healthy local and regional foods

Farm to Institution (FTI) programs are one approach to align food service operations with health and sustainability guidelines, such as those recently developed by the U.S. Department of Health and Human Services and General Services Administration. Programs and policies that support sourcing local and regional foods for schools, hospitals, faith-based organizations, and worksites may benefit institutional customers and their families, farmers, the local community, and the economy. Different models of FTI programs exist. On-site farmer's markets at institutions have been promoted on federal government property, healthcare facilities, and private institutions nationwide. Farm to School programs focus on connecting schools with local agricultural production with the goal of improving school meals and increasing intake of fruits and vegetables in children. Sourcing food from local farms presents a number of challenges including cost and availability of local products, food safety, and liability considerations and lack of skilled labor for food preparation. Institutions utilize multiple strategies to address these barriers, and local, state, and federal polices can help facilitate FTI approaches. FTI enables the purchasing power of institutions to contribute to regional and local food systems, thus potentially affecting social, economic, and ecological systems. Local and state food policy councils can assist in bringing stakeholders together to inform this process. Rigorous research and evaluation is needed to determine and document best practices and substantiate links between FTI and multiple outcomes. Nutritionists, public health practitioners, and researchers can help communities work with institutions to develop, implement, and evaluate programs and policies supporting FTI.