Program Design

Farm to Table Experiential Learning

Carlos Guerrero, M. Rose Hobby, Kimberly Neal, and Katie Ross

Ball State University

Name	Commented On:
Carlos Guerrero	Group 3 & Group 4
M. Rose Hobby	Group 2
Kimberly Neal	Group 4, Group 5
Katie Ross	Group 4

The farm to table movement began during the 1960s in California and Washington; however, it has spread rapidly in the last decade due to the growing number of adults who desire a healthy and economical alternative to processed foods.  It emphasizes organic farming methods, quality products, nutrition, and taste over speed and convenience.  Learning to grow food and raise animals, discovering where to find fresh locally sourced fruits, vegetables, and meats, seasonal menu planning, proper preparation, and simple cooking methods are all important skills associated with a farm to table program.  The purpose of this three-day seminar is to provide participants with a brief, but concise introduction to the primary components of the farm to table process and an exploration of the main concepts through a series of experiential learning opportunities in which reflective practice combined with situated cognition will be utilized.  Adults of all ages can participate, and at the conclusion of the program students will gain a better understanding of sustainable agriculture practices, the benefits of eating locally grown food, how to plan in-season meals, and fresh food preparation.

Rationale

            The following content describes information from literature and current businesses and programs utilized to inspire our approach of an experiential farm to table program.

Ideas from Literature

            The structure of the three-day seminar allows enough time to expose participants to essential themes of the farm to table concept, participate in hands-on activities, listen to and speak with personnel working in various aspects of the process, gain some practical knowledge and basic skills, and reflect on the activities and new information at various moments throughout the program.  The most common approach to experiential learning is from a constructivist perspective, which focuses on critical reflection of a concrete experience (Merriam, Caffarella, & Baumgartner, 2007).  Participants in this program are provided with questions prior to the specific experience, for example the tour of a farm that utilizes sustainable agriculture practices, and then asked to reflect on those questions afterwards.  At the beginning of the next day, students are encouraged to share their thoughts and adequate time is allotted for group discussions.  This collaborative reflection method allows for participants to process their experiences and transform experience into learning (Mann, 2011).

Another important aspect of experiential learning, situated cognition, occurs when students immerse themselves in a social or physical environment that enhances their mental abilities (Merriam, et al., 2007).  The farm to table program design places participants in “real-life” situations, such as: helping on the farm with gardening or caring for the animals, planning a menu and purchasing the necessary items at a farmer’s market, and preparing a meal. The program also introduces learners to the challenges facing farmers, restaurant owners, and other personnel working in the field.  This situational perspective connects adults to the community of practice associated with farm to table, and creates learning opportunities for everyday living.

            Reflection-in-action is a method used in experiential learning that emphasizes immediate feedback from an instructor to the student so that they can adjust learning in “real time” (Merriam, et al., 2007).  There are several opportunities for participants to engage in this type of learning during the hands-on activities on the farm and in the kitchen.  The three-day seminar is meant to be an introduction to the subject of farm-to-table and the target audience is adults with little or no knowledge of the topic.  Reflection-in-action is often triggered by surprise (Merriam, et al., 2007). Considering most participants in this program starting at ground zero, this method is very appropriate due to the likelihood most of the information and experiences presented will be something new.

Experiential programs should allow students to be more self-directed in relation to learning, and provide opportunities for freedom and flexibility built into the program design.  Participants are provided several occasions to choose what activities they wish to engage in on the farm experience.  During the seasonal menu planning session, the program offers suggested dishes, or the option for adults to design their own.  At the beginning of each day the purpose of the experience planned is clearly stated and discussed, reflection topics are distributed, and the students are given the schedule of activities.  In this manner, the instructor establishes expectations about the role the participants will take, and gives learners the power to take charge of their learning.

Ideas from Practical Programs

The nature of the seminar format is to act as an introduction to the farm to table concept, and be a catalyst to action on the part of the participants.  Because of this, ideas for the program came from several existing programs that incorporated one or two “pieces” of the farm to table process that ultimately combined into the final design.  The first component was an established farm to table restaurant in Lodi, New York called Suzanne Fine Regional Cuisine, owned and operated by Bob and Suzanne Stack (“Our Finger Lakes Journey”, 2016).  The restaurant serves seasonal five-course dinners, caters weddings and other special events, and expanded into culinary demonstrations and classes.  The cooking class size is purposely very small, with a limit of 8 participants, and the demonstrations are limited to 25 participants.  The Stacks are very adamant about remaining an authentic farm to table establishment with regional food sources and top notch quality cuisine.  Helping students gain an understanding of the challenges faced by restaurant owners in this business and the farmers who supply them is one of the primary outcomes of this program design. 

            The Auguste Escoffier School of Culinary Arts in Boulder, Colorado has incorporated a six-week farm to table experiential program into the curriculum.  Culinary students step out of the kitchen and on to farms and ranches.  This provides precious insight into how local products are utilized in restaurant kitchens and the hard work required to accomplish this task.  Students study sustainable agricultural processes and gain a better understanding of how to make intelligent ingredient choices for menu planning. Participants also work alongside farmers, ranchers, artisans, vintners, and others in the regional area (Auguste Escoffier School of Culinary Arts, 2017).  A fundamental understanding of food production, harvesting, and transportation are all important aspects of the farm to table process. Participants in the seminar will gain a better understanding of these topics so they can transform this foundational information to learning skills, such as seasonal menu planning, planting a garden, or even raising livestock.

            Finally, the city of Lowell, Massachusetts has created an organization called Mill City Grows that focuses on innovative approaches to food production and distribution. Additionally, the organization provides education to the community in regards to utilizing land and other local resources to the best of their ability.  Mill City Grows created a Build-A-Garden program that encompasses five community gardens and eleven school gardens in the community.  The organization manages two urban farms including a 3.5-acre location that produces thousands of pounds of healthy food for the surrounding neighborhoods.  Educational programs include the Garden Coordinator Institute, Gardener Training Program, and farm to table cooking classes.  In addition, the organization promotes the local farmer’s markets and hosts special events throughout the year such as the annual Seed Swap and a Farm to Cocktail Party (Mill City Grows, n.d.).   Not only did this program provide several ideas for hands-on activities to incorporate into the seminar, it also emphasized how this type of experiential learning fosters community engagement, leadership, and empowers residents to improve the physical spaces in their neighborhoods.  This is a great example of experiential learning translating to transformational learning.

Program: Farm to Table Seminar

            In a three-day seminar, participants will explore the farm to table concept.  The course is open to adults ages 18 and over; no experience is necessary.  It will be offered four times throughout the year so participants can experience the different seasons, if desired.  Tuition covers all tours and use of the available resources in the kitchen/classroom.   Additional expenses for participants include: transportation to experiential sites, lunch at farm to table restaurant, and purchases at the farmer’s market.

Learning objectives

            By the end of the seminar, students will be able to:

1.      Understand the benefits of eating locally grown food.

a.                   Food is fresher, making it more flavorful and nutritious.

b.                  Supports the local economy.

2. Learn to create balanced, in season meals.
3. Understand sustainable agriculture practices.
4. Explain challenges faced by farmers, such as:

a.                   Financial sustainability

b.                  Food safety

Program Events

            Learning experiences will be presented in the following manner to effectively achieve the learning objectives.

Day 1.
8:00 a.m.	Participants will meet in the kitchen/classroom.
	Introductions ·         Instructor introduces self and his/her experience with the farm to table concept ·         Students introduce themselves and share goals and reasons for taking the seminar Instructor introduces the purpose and schedule for the class Students receive discussion topics to reflect on during the day ·         Reflection topics: 1)      How do the utilized farming practices conserve resources such as soil and water? 2)      How does the farm protect biodiversity and maintain the ecosystem? 3)      What practices does the farm use to protect the wellbeing of the animals? 4)      How does the farm ensure food safety? 5)      What financial challenges do sustainable farmers face? 6)      What surprised you about this experience? 7)      What did you find to be the most beneficial activity of the day?
9:00 a.m.	Participants will carpool to a local farm (distance – 30 miles).
10:00 a.m.	Participants will meet at the farm.
	Participants will be guided through a general tour of the farm to include: ·         Barns ·         Fields, gardens, greenhouses ·         Food processing areas
12:00 p.m.	Lunch
1:00 p.m.	Students will participate in farm activities.
	Students will select from the following options: ·         Assist with vegetable garden/greenhouse to learn sustainable and organic farming practices ·         Follow dairy processing procedure to understand food safety ·         Assist with animal care to learn about animal welfare
3:00 p.m.	Participants leave the farm.
3:30 p.m.	Students meet in the kitchen/classroom.
	Students are split into groups for meal planning ·         Facilitator leads a group discussion of seasonal foods ·         Each group creates a meal plan for cooking the next day by producing an original menu or choosing from suggested dishes ·         Groups list items needed from the farmer’s market
5:00 p.m.	Class adjourned.

Day 2.
8:00 a.m.	Participants will meet in the kitchen/classroom.
	Reflection ·         Facilitator and participants will discuss the experiences and reflection topics from the previous day Instructor introduces purpose and schedule for day 2 Participants receive discussion topics to reflect on during the day: ·         Reflection topics: 1)      What types of products are offered for sale at a farmer’s market? 2)      How far do most vendors travel with their products? 3)      Why do local farmers choose to sell their products this way? 4)      How do you think having the farmer’s market impacts the community? 5)      What are the benefits of eating in season foods? 6)      What observations did you make about cooking with local ingredients?
9:00 a.m.	Participants will carpool to the farmer’s market (Distance – 10 miles).
9:15 a.m.	Participants will gather at the farmer’s market.
	A tour of the farmer’s market will be led by a local participant
10:00 a.m.	Participants will explore the market.
	While exploring the market, students should: ·         Make purchases to create a meal based on the plan from day 1 ·         Talk with vendors about their experience with farmer’s markets
12:00 p.m.	Lunch at the Farmer’s Market
1:00 p.m.	Participants will meet at the kitchen/classroom.
	Upon return, students will: Prepare menu Prepare short presentation about meal and ingredient chooses Clean up
4:00 p.m.	Participants will hold a class potluck.
	Groups share prepared dishes Each group delivers short presentations
5:00 p.m.	Class adjourned.

Day 3
8:00 a.m.	Participants will meet in the kitchen/classroom.
	Reflection Facilitator and participants will discuss the experiences and reflection topics from the previous day Facilitator introduces purpose and schedule for day 3 Participants receive discussion topics to reflect on during the day: •           Reflection topics: 1)      Why do staff members choose to work at a farm to table restaurant? 2)      Where does the restaurant purchase ingredients from?  How much comes from local sources? 3)      Does the menu change based on available ingredients? How? 4)      What connections can you see between the farm, the market, and restaurant? 5)      What are your observations about the experience?
9:00 a.m.	Participants will carpool to local farm to table restaurant (Distance – 10 miles).
9:20 a.m.	Participants will meet staff and chefs at the restaurant.
	·         Participants will interview chefs, managers, and staff
10:30 a.m.	Participants will be provided a tour of the restaurant.
12:00 p.m.	Lunch at the restaurant
1:00 p.m.	Participants will return to the kitchen/classroom.
1:15 p.m.	Students will meet and reflect.
	Facilitator will ask learners to discuss: ·         Restaurant experience ·         Reflection topics Participants will be asked to complete an evaluation ·         Evaluation prompts: 1)      What was your favorite part of the class? 2)      What was your least favorite part?  How could it be improved? 3)      Do you feel the learning objectives were met?  4)      If not, which objectives were lacking? 5)      How has your view of the farm to table concept changed? 6)      Are there any topics or activities you would like to see offered in the future?
2:15 p.m.	Seminar adjourned.

Reflection

Highlights

            The farm to table seminar program design incorporates four major concepts into the program curriculum: experiential learning, self-directed learning, situated cognition, and constructivism. Participants have the opportunity to become involved with several activities to bring the farm to table experience to life. Experiential opportunities are integrated throughout the entirety of the seminar as the primary educational process. The program incorporates the constructivist approach in that participants are exposed to experiences firsthand and encouraged to reflect upon them so they can create their own understanding. Reflection is an integral component of the seminar as reflection must occur to process learning experiences in order to gain knowledge. Reflection is encouraged through guided reflection topics and discussion.

Self-directed learning is incorporated into the program design by allowing the participant to make choices in their educational experience. For example, learners choose activities at the farm, shop and explore at the farmer’s market in groups, and create food of their own choosing. Situated cognition immerses the learner in the field environment, including social and cultural interactions. Participants are physically present at the farm, farmer’s market, and restaurant where they can observe, interact with, and gain insight from those who work in these environments daily. 

Process

            First, the group discussed the assignment using Zoom, text messaging, and email. Roles were assigned as described in the group plan. Group members emailed ideas and information for various programs. We decided a farm-to-table program would be an excellent experiential learning opportunity. Once the topic was collaboratively approved, we decided upon details of program, such as the length and activities to include. Each member completed assigned tasks and requested feedback.

            Tips that are a consensus of the group are to plan and communicate often. The program design portion went smoothly and the leader, Katie, did a great job leading this assignment. Our initial communication using Zoom was easy to use. Users can even project computer screens into the conversation so participants can visualize specific information to further clarify points while discussing them simultaneously. An ongoing group text allows for easy communication and quick responses. Emails are better for bulky information. It is vital group members check their email often for optimal communication.

Table 2. Summary of the Literature Review

Main Ideas in the Literature	Application of Main Ideas in Practice
Constructivist perspective allows learners to construct knowledge from their concrete experiences.	Educators can instigate learning by providing an experience that invokes an emotional or physical response, and problem-based curriculum such as “adventure” activities, role-playing, or case studies. The practitioner can educate the benefits of eating organic farming to invoke a response for the student to eat healthier. In addition, the practitioner can set up the learning environment where he or she uses effective directed questions to ensure the students understood the farm to table experience, and allot time for collaborative discussions.
Situational Perspective—emphasizes connection between learner and their community of practice.	The practitioner can create a curriculum that is comprised of authentic “real life” problem-based activities. The educator will have to be creative and use everyday tools or props that are available to the learner’s environment. In our program design, the instructor uses kitchen equipment and natural ingredients.
Reflection-in-action can be used as a tool for experiential learning.	The practitioner can create a learning environment where students can receive immediate feedback by the instructor and quickly analyze their steps during a task or group assignment. In our farm to table program, the instructor is introducing a healthy alternative to processed foods that may be contemporary for some learners. It is expected that learners will make mistakes or will need reinforcement during the hands on farm activity or meal planning. In those instances, the facilitator will adjust the learning in “real time”.
Experiential programs should allow students to be self-directed and learn from the natural consequences of the activity.	The facilitator outlines the participants’ goals and reasons for joining the seminar. The students are introduced to organic farming and are provided with options of how they want to learn. Students take charge of their learning by selecting a prepared meal plan or design one of their own.

Table 3. Summary of the Program Design

Purposes	Our 3-day seminar is designed to teach participants the basic components of organic farming and meal preparation from local meats, produce, and vegetables.
Objectives	At the end of the 3 day seminar, the participants will: Appreciate the benefits of eating locally grown food and supporting their local economy. Create balanced meal plans. Understand sustainable agriculture practices and promote the use of renewable resources. Explain the safety and financial challenges faced by farmers today.
Rationales - Ideas from the Literature	Dominant approach to experiential learning involves a cognitive reflection upon how people make sense of their experience and attach meaning to their learning. Learners should be immersed in a social or physical environment that will promote their mental capacities. Learners choose what they want to learn. In addition, they need to take responsibility for their own learning and become self-directed. Strategies to incorporate experiential learning in a curriculum are based on the learner, content, and desired outcomes.
Rationales - Features from Practical Cases	Suzanne Fine Regional Cuisine markets its farm to table establishment by using regional food sources and preparing top-notch quality cuisines. The program ensures that it’s class participants understand the financial challenges faced by restaurant business owners and farmers. Students leave the program with a better understanding of the challenges faced by farmers and restaurant owners. Moreover, the small classroom size allows the program to have a small student to instructor ratio, and allow more time for participants to ask questions and receive immediate feedback. Auguste Escoffier School of Culinary Arts farm to table concept is a 6 week program. Culinary students obtain field experience by meeting with local agriculture producers to understand the logistics of the farm to table concept and gain understanding on how to select proper ingredients and design an intuitive meal plan. In this curriculum, learners are immersed into an environment to further their understanding of the experiential program and gain concrete experience. Mill City Grows hosts farm to table cooking classes, as well as community projects to educate the public on how to maximize the use of land and local resources. The hands-on activity allows the opportunity for learners to be self-directed with a program of their choosing. In addition, learners obtain experiential learning by participating in a community function in effort to promote urban gardening.
Highlights and Major Components of the Program You Designed	We have four learning components in our program design: constructivism, situated cognition, self-direction, & incorporation of experiential learning into a curriculum. We designed to have the students plan and prepare organic meals since it reflects a constructivist approach to learning. In line with the constructivist approach of learning, we designed to have the participants immersed at offsite locations (farm, kitchen, market, classroom, and restaurant), since it reflects situation cognition, where the learner is involved within physical or social contexts. On day 1 of the afternoon seminar, we allowed the students to select their own curriculum (managing a greenhouse with a vegetable garden, dairy processing, or animal care), and make their own meal plan. The program was designed in this manner since it encourages self-direction and autonomy. Rather than learning from a traditional textbook and a brick and mortar environment, students obtain field experience and learn from their designed meal plans and reflect on the conversations with the restaurant staff.

References

Auguste Escoffier School of Culinary Arts. (2017). Farm to table experience. Retrieved from:

            http://www.escoffier.edu/programs/culinary-arts/farm-to-table-experience/

Mann, K. V. (2011). Theoretical perspectives in medical education: Past experience and future

            possibilities. Medical Education, 45, 60-68. doi: 10.1111/j.l365-2923.2010.03757.x

Merriam, S.B., Caffarella, R.S., & Baumgarter, L. M. (2007). Learning in adulthood: A

            comprehensive text (3^rd ed.). San Francisco, CA: Jossey-Bass.

Mill City Grows. (n.d.). Retrieved from: http://www.millcitygrows.org/

Our Finger Lakes journey. (2016). Retrieved from: http://www.suzannefrc.com/

Group Member Roles

Name	Role
Carlos Guerrero	·      Fill out table 3 (Summary of Program Design) and add table 2 from the literature reviews
M. Rose Hobby	·      Write up step 5 (Reflection) ·      Edit final program design ·      Post final design to blog
Kimberly Neal	·      Write up steps 2 & 3 (Intro & Rationale)
Katie Ross (Group Leader)	·      Write up step 4 (Program)
All	·      Contribute ideas for the program topic ·      Post literature review to the blog