 All right, thank you very much for being here. I can't believe it's raining Everybody see the weather for last year. I was so happy that it rained. Sorry last week You know got all out of the way so it's gonna be sunny all week long and then maybe a little rain Monday Maybe a little Monday night Maybe some overnight so I don't know we're gonna do a lunch. It may be creative, but we can have lunch in here Thanks, Deborah. Okay All right, so we're planning on having a lot of fun today. I'd like to acknowledge Many many people that made this happen over the last year recruiting you sending out flyers talking to you Mostly I would like to give the biggest shout out to Antonella duel in the back She's so busted Tirelessly putting up with endless details. She did a great job And I'm not sure if I really have time to thank everybody if you go to our website you'll see we have this great Site of all about us and we have this great group of internal advisors that have been meeting once a month ever since last year's food summit To come up with the ideas like this. So this is the culmination of all those ideas We've got Lauren Rosenberger who just joined us a couple weeks ago. She's been working a hundred percent time on this just about We have some great generous sponsors that we're really proud of so between the provost and the seven deans We've got forty five thousand dollars raised for this event and 11th hour project and neutralite health Foundation So and the Woods Institute doesn't quite fall under the Dean. So great sponsorship for this We'd like to thank Stanford dining and hospitality and Darren Evans and his whole crew and Angie who helped us with the website All right, so our program today is I get to give a few welcoming remarks here followed by the Francis Moore LePay if you saw her she's right in front There we have these great panel discussions. This is gonna be very different than last year I don't know how many of you were here last year just out of curiosity Thank you for coming again very different last year was talking heads and this is gonna be interactive panel discussions See how it goes. We're gonna make a networking break from ten to ten thirty ten thirty eleven thirty eleven thirty twelve thirty We have two different panels and an amazing lunch which remains to be seen where it will be served In theory we had tables all outside because it was gonna be so beautiful, but there's plenty of room in here Okay, now for those networking opportunities for ten to ten thirty or lunch. I have this idea had it last year I don't know how many of you took it took me up on it last year. There's post-its On your tables and so my idea is to put something provocative on a post-it You have to logistically figure out where the sticky glue is and put it backwards so it sticks off the bottom mine says Reforming NIH reductionist scientist CBPR or wannabe Anybody figure out what that is? I want to be a community-based participatory researcher, and I'm not unfortunately historically I'm a reductionist NIH funded scientist But I have seen the error of my ways, and I am shifting To a more community-based approach. So that's what this is all about. We've invited a lot of community activists today So our objectives are going to be to share some of the things we've done Since last year to continue to develop a learning community Across the disciplines on campus and with those great innovators of you that are out there listening today In the after the lunch there's actually some smaller groups that are going to be meeting around specified topics And they're going to try to generate The next set of topics to follow up on for food three next year So hopefully we'll have food three and we'll tell you what great ideas got generated from two to four today And of course, there's a great program tonight. I'll get to that at the end So a little background here last year This was a little bit of a hypothesis We kept finding foodies all around campus and we wondered Could it be true? Could there be foodies in all seven disciplines? All seven schools across campus and there were We found great speakers last year for those of you who came And they highlighted what they thought were big food problems What the solutions would be who else they needed on campus to resolve these and And some of these people Remain connected. I thought we had a great program last year and I'm not going to go through all their names. Many of them are back today But in fact it worked. We got everybody here. We had great representation I mean the other hypothesis was Would they come we think they will come if we hold it and this place was packed last year like it is this year We were sold out a few days before the thing last year and we're either sold out or close this year Even though we didn't charge anything. Okay. We're full So this was one of my themes last year when I opened up It just seemed like with all this intellectual power and all these different disciplines It was almost like with great power comes great responsibility, but we shifted a little thinking with great resources Comes great responsibility and opportunity seems like there's an amazing amount of opportunity on this campus to interact Interact with the incredible Bay Area that we have going on here So we talked about the intersection of human health And the health of the environment how all this was coming together is a perfect storm We've got obesity and food insecurity And food safety issues climate change animal rights animal welfare A lot of interesting things going on very complex And it really isn't any one discipline that's going to resolve this so we all need each other I think But last year was very much focused on academics. In fact, we really did not actively Recruit the community to come into this at all And so this food summit too is a direct follow-up to that we actively Sawed out people innovators Leaders in the community and they Are all around you and maybe they are you So why did we even have this food summit too? Well, you may be shocked to know that even after last year's food summit, there are still a few challenges that remain Stunning though it may seem all these talking heads up here did not simply walk away from the podium And all the challenges evaporated. No, in fact, they're still alive And well and uh, they still need to be addressed so Everybody should have big collective sigh and gasp here It's overwhelming, isn't it? But it's not I tell you what's not overwhelming is who is in this room today You're going to hear about full circle farm this morning This amazing mecca of a place just 10 miles south Down in Sunnyvale You're going to hear about Debra Dunn's class working in collaboration with matt raw a team of design school students worked on Uh a program to reduce meat consumption in dining halls and tested it and ariana is going to tell you about her results today And we've got we've flown some people in from far and wide to talk about Redefining hospital food. That's you frank. Sorry, you know, I just googled that it was on images I should probably should have asked you but I don't know. I think it looks pretty good. I guess a great picture Okay, now those are some of the speakers Now get ready for this because if you look around you You may not have noticed. I know and I was going to do this. Sorry Amy if you're here already But I google image several of the others of you if you look around at your table Some of these people might be with you at your table veggie luchin Zenobia Barlow signed up to come today from center for equal literacy Bob sco croft actually don't think he's here yet. I think he said he'd come at 10 From the organic farming research foundation will be here today revolution foods Is here today Do you see any of these people at your tables look around and see who's at your table? Jamie smith from santa cruise city schools. Jamie. I don't know if you arrived yet. I haven't met you yet Anyway, this is all very exciting and what this is all intended to lead to is to work with community groups doing innovative stuff pair them up with researchers and in the long term Think about building a new interdisciplinary program on campus That looks at these food challenges Now we've already got our first start heather and willi. I don't know if you're here yet. Ah, there we go over here And bruce and lin so we've started uh raising some funds They're gonna generate pilot funding for pursuing some of these ideas There's a couple other potentially generous donors in the audience that again continue to contribute to this So put some money behind some of these projects, which I think will move them forward the things you're going to see today We did for free next year. We're going to have some funding behind it. Thank you very much to the blackie foundation family Blackie family foundation Now I need to be careful not to step on any toes here. There really is food On campus already the food security and environment group does some excellent work And the woods institute does some of this too But really Julie kennedy did a nice job of positioning this for me the fsc does mostly Agricultural systems and what we think we're talking about today. Maybe more along the line of food systems So we want to keep that great food logo that we got we're going to brand that that seems to be very popular our logo So we can do school food hospital food prison food food bank food food justice foods in every one of those, right? So we get to keep using that cool logo no matter which one we do So that's that's pretty much what today is about trying to connect with some of the leaders and innovators in our community and match them up Okay, so a lot of folks are represented from many different disciplines here and we hope you have an exciting day today and For a very brief amount of time because she's saving all her great more of her great thoughts for tonight I'm now going to introduce francis moorlapay Okay, francis brief introduction here. There's a longer one, but debba is going to use the longer one tonight, right debba Okay, so in 1987 francis received the right livelihood award considered an alternative nobel for revealing The political and economic causes of world hunger and how citizens can help to remedy them Her first book diet for a small planet. I'm guessing some of you brought those to get signed today We'll have to see if francis is willing. I'm pretty sure wolfram did Only if they're staying I can assure you Pretty much assure you there stains that book sold three million copies and is considered the blueprint for eating with the small carbon footprints Since long before the term was coined. She's the author of 18 books She's the co-founder of three organizations including food first The institute for food and development policy and more recently the small planet institute a collaborative network For research and popular education seeking to bring democracy to life, which she leads with Her daughter anna lepe whose book we featured in our class this last year in food and society Her most recent work released by nation books in september 2011 is eco mine I've got it. I guess I'll ask you later to sign it. Okay, thanks Changing the way we think to create the world we want in 2008 She received the james beard foundation humanitarian of the year award For her lifelong impact on the way people all over the world think about food nutrition and agriculture Francis will you help us kick it off? Thanks Thank you christopher. What a total joy. He picked me up at the airport last night with all that energy and it It really helped Thank you christopher and I just want to compliment you first on the beautiful logo for this summit So, um, I am delighted to be here very very happy to be here because in part very personally This is a very special moment in my life. This fall is the 40th anniversary of diet for a small planet and Thank you. It's a time as you can imagine of a lot of retro You know introspection Looking back retrospection But I have to tell you just I was telling this to jesse cool because it just seemed so emblematic of my life path I gave birth to anna Some decades ago my daughter who I now work with soon after I learned we learned together that actually Anna in sanskrit is food So, you know, and then she named her daughter ida and then we learned sued after that ida is the hindu goddess of food And then this little hindu goddess of food. I was babysitting this weekend and she starts singing Twinkle twinkle little star, but when she gets to up above the sky so high like a diner in the sky Somehow this food thing is really imprinted in the lapay women. Um, so I am thrilled to be here on this at any time, but especially a meaningful right now So I'm looking back and okay 40 years ago This summit is in a sense for me and there is so much going on now in the world around the power of food So I'm looking back and realizing that just take you back to diet for small planets First hitting the stands and do you know that the national cattleman's association? Actually set a team of cooks to prove that you could not eat this food And here we are 40 years later and we have jessie cool. We have cool cafe flat street cafe. We have so much To prove them absolutely wrong. Of course Things have improved a lot since The 1970s I remember sitting With alice waters when we interviewed her for our book hopes edge and alice was saying, you know, how wonderful it is how, you know, we've gone from Stir fries to what we have today And I didn't have the nerve to admit to alice waters that I still love Stir-fried vegetables over brown rice, but I do So some sense of the distance 40 years ago, of course most schoolyards in which I have many scars on many's to prove were hard asphalt and now I'm sure you californians know that just in your state alone. There are 3 000 school gardens 40 years ago There were not enough farmers markets for usda even to register Count them and I think this is a true story I'm still tracking down the details and if any of you know this Tell me but in the mid 70s the the way that I understand the explosion of farmers markets is in the mid 70s That there was a huge harvest of peaches That peach farm peach orchard people couldn't sell and so they wanted to sell them directly But the regulations were That they couldn't do that that it was against the law So they dumped them on jerry brown's capital in I believe this was 76 on the yard of their the grounds of the capital And a year later he passed legislation enabling farmers markets And today there are over 7 000 just in the last year alone A 17 percent increase in farmers markets 40 years ago Yes organic for me anyway just brought up bad memories Before you know I began this process bad memories of college chemistry and today it is as you know The fastest growing segment of our food system and just in the last decade Organic acreage worldwide has tripled 40 years ago small farmers who still Grow 70 percent of our food They were rarely heard but today the organization via campesina represents over 200 million small farmers around the world working for what they are calling food sovereignty And today the right to food is now enshrined in more than two dozen constitutions So there is definitely a huge huge change Oh, I wanted to mention christopher encouraged me on our website When we were doing all this thinking of what the road that we've traveled We came up with the idea of a food timeline that you can actually you know scroll through And so if you wanted to go to our website at some point smallplanet.org And if you go to if you click on the food Environments tab of our website you'll see it right there The food timeline and you can scroll through and please tell us What we don't have on that timeline that you think is a big milestone and tell us why you think it is And we had some of the luminaries in the food movement give us their Their ideas about what the milestones should be that we would put on that on that timeline So for me the global food movement That I feel that we are all part of and it's so important to think in that big big way Is that its power is that it taps Absolutely universal cross cultures Needs and sensibilities So I think of You know the hindu farmers in india who are now rejecting gmo's and re embracing seed saving I think of the farmers of muslim farmers in nijer who are pushing back the desert and i'll show you An image of that accomplishment Tonight I think of American christian farmers who are Interpreting creation care as their call to sustainable farming So the food movement has tremendous power It has The power to shift our sense of self Because the dominant paradigm tells us that we are just victims operating Self-interested little egos operating in a market that operates on its own Doesn't really need us That is what was captured in ronald reagan's phrase the magic of the market But the food movement awakens the sense that no we are not just passive consumers We are active co-creators Shaping a market according to our values both through the rules that we're creating and the choices that we're making every day Whether it be to support a community supported agriculture Purchase a fair trade product or in in terms of setting the rules weighing in on 2012 farm bill The food movement power therefore, I believe is connection itself That corporatism the dominant mental map Distances us from one another from the earth and even from our own bodies Tricking us to eat things that are actually destroying our bodies So while the food movement does the opposite it celebrates our reconnection at all of those levels And just one memory I have of that very Very human connection. I was visiting Csa's in madison wisconsin a few years ago And I was talking to barb perkins one of the csa farmers and she said frankie. She said You know what pleases me so much about our lives now is not just that we're making it financially But like it's what happened in town last week when I was shopping and this little kid. I saw him tugging on his mom's Person saying mommy mommy look there's our farmer And also reminded in that regard that my little step grandson at three last Halloween who has gone to our csa with us every saturday over the growing season and He decided that he wanted to be a farmer for halloween And he'd only seen a woman farmer to that point. So I thought that was really cool so My sense and this is a theme of eco mind my new book is that Is that this movement encourages us to think like an ecosystem and that is profound It enables us to see our place first Our place connected to all others at all times And so we learn that in ecological systems as my friend Hans peter durr has put it in ecological systems There are no parts. They're only participants And that is a very different way of seeing life So with an eco mind we can let go of this Productivist frame that keeps us producing producing both more food and more hunger and we can Drop the premise of lack with the fear that that engenders us in us and embrace what I think of as a premise of possibility That Is one that understands that once we align with nature both human nature and nature itself Then there's more than enough for all So i'm saying that i'm so happy to be here Celebrating learning moving forward with you because I believe that the food movement stirs and meets Deep human need for connection for power and for fairness And so let's not let anyone tell us that this is just a nice thing that we're doing. It is also Powerful. Thank you so much. Thank you. Thank you All right, that's one heck of a way to kick this thing off. Thank you frankey All right, so Your next treat before we have a stunning panel of different perspectives Is to share with you a project that originated last year at the food summit a bunch of us in the afternoon got together sat around the table We called it child nutrition We put a bunch of post-its on the wall the one that stuck out was vegetables Some full circle farm folks were there. He said how about vegetables at our farm? We said great. What's the next thing summer camp underutilized? Okay, let's do summer camp and all of a sudden Four undergraduates got thrown together Right, you didn't know any of each other before this, right? Oh my god. This was the most amazing team of students Now I think you're going to have some fun telling you what they did. So our panelists I guess you can wait till they're done, but panelists get ready to come up. They said it's about 10 minutes I don't know how they're going to possibly do it in 10 minutes, but in roughly 10 minutes panelists Please come join us. Hi. I'm Hannah Corman. I'm a master's student in earth systems I'm Tim Dang. I'm a junior in human biology I'm Hannah Birch. I'm also a junior studying human biology I'm John Proctor. I'm a sophomore and I'm interested in earth systems So as Christopher said, this was a project that really originated in the food summit from last year in the child nutrition breakout group Um, and it became a partnership between Christopher and Julie Kennedy from earth systems in the house center And a group of six earth systems seniors who were looking for a meaningful project to do for their seminar So we spent the entire winter quarter designing the week-long curriculum to take place at this farm And a lot of thought goes into this curriculum. So we really had to narrow it down to two very specific goals They were one to increase vegetable intake of the campers And two to improve preferences with the thought that by changing preferences, we could change their behaviors So we had two methods in the curriculum design for reaching these goals The first was dietary exposures, which really quite simply is putting vegetables in your mouth And the second was garden-based education So on dietary exposures, we really designed the curriculum to be able to facilitate as many opportunities for putting vegetables in your mouth As we could at the camp. So we had activities like Blind taste test where a partner would feed you 10 different tastes of a vegetable Or veggie art dippers where we'd use toothpicks and different shaped vegetables to make little models and then get to eat them And they loved it Um, and the second method was garden-based education, which is really hands-on learning in the garden So this garden-based education really focused on four main themes And they were environment which could be learning about nutrient cycling and then playing a game Or learning about energy flow and then building a solar oven and cooking something in it There was the theme of cooking Which really originated in the garden at the harvesting stage And then learning about cooking skills and cooking vocabulary and learning these easy and inexpensive recipes that the campers could take home The third theme was health to inform the campers making Um or to allow the campers to make informed choices And the last theme that was really important was culture We really celebrated the cultural importance of food and each day at lunch We'd prepare a dish from a different region of the world and we'd point to it on a map And we made mexican black bean tostadas and ethiopian lentils Another dish was indian chana masala and we made a pasta primavera And we would really celebrate the different tastes and flavors and ingredients in these foods So campers most widely reported that cooking had the biggest impact on them at camp But designing food preparation into our curriculum didn't come without its own challenges And we had several goals for the cooking process which basically were to engage kids in that process And to this end we designed a lot of menus that included a wide variety of tasks Whether it was going into the herb garden picking herbs or dicing up a tomato or sautéing onions We really wanted to have these kids be invested in that cooking process And another goal we had was to highlight the seasonality of vegetables at full circle farm And we wanted to create a bridge between garden-based education and dietary exposure And this gave a lot of ownership to the kids because they were literally able to harvest something from the garden And then clean it and prepare it cook it and then eat it But the biggest goal and challenge that we had was really to design appealing vegetable focused meals for kids And we as Hannah mentioned we did a lot of new tastes with a lot of ethnic cuisines But we also did a lot of rebranding so something like a salad became a kale taco or a lettuce leaf burrito And a spinach smoothie became a green slime smoothie We weren't trying to hide the vegetables, but we really wanted to emphasize that this was about cooking and meal preparation And this is a quote from one of our kids who said so I didn't like squash I hated it and my mom made it with ravioli. She cubed it and it's I still hate it, but it was kind of good And to me this really emphasizes the power of cooking and the idea that we we know that we made an impact in these kids Even if they were a little reluctant to admit it So an important thing to note about this quote is that the change in preference is initiated at camp But moves into the home with this camper as the mother was the one who prepared the squash So this is the last really important part of our curriculum that we focused on Because we knew that these changes couldn't take place in a vacuum at camp They really the lessons that we taught them really needed to follow these campers into the home to have a long-term impact So we had a couple different methods of Taking these lessons home but I also wanted to mention that the curriculum that we designed last year was not fixed In fact, it was ever changing and we implemented the agents of change challenge in the second week of camp It was an idea that we had to empower the campers to know that they could make change in their own home So we would allow them to harvest a squash or a bunch of kale at the end of camp And they take it home with the challenge to do something with it Whether it was share it with a sibling or cook it in some way And they would come back the next day and report back to us what they did with it So that they could feel empowered and also inspire their fellow campers So now that we've shared a little bit of the camp's curriculum We're going to switch to some of the data collection techniques the research side of the camp Our primary data collection technique were the pre and post vegetable surveys from which we learned the campers' preference for a wide variety of vegetables We also learned the campers' eating behaviors as well as which vegetables they were familiar with and which vegetables they had never tried before Another data collection technique we had were the adventurous eater cards The way these worked were each time a camper tried a vegetable they did a little tally on these cards These cards challenged the campers to eat as many vegetables as possible and really celebrated vegetables and adventurous eating as part of the camp This allowed us to integrate data collection into the spirit of the camp and really merge the research and curriculum aspects of the camp So how did the camp go? We had three one-week sessions of camp which a total of 40 students attended 36 of these students were on Scholarships and scholarships were determined by whether they were on free or reduced lunch As we mentioned earlier the goal of the camp was to increase vegetable consumption And this was really a multifaceted goal We wanted to increase vegetable consumption sorry in terms of frequency variety and quantity In terms of frequency an average camper put a vegetable into their mouth 52 times over the course of the week That's over 10 exposures a day In terms of variety the average camper ate 20 different vegetables over the week Out of those 20 different vegetables five of the vegetables were completely new to the campers. They never tried them before In terms of quantity Well, we don't really know that was something that we struggled to quantify During the camp we tried weighing the foods we tried like watching them as they ate but neither of those really seamlessly integrated the Data collection into the camp and this is something so finding out how many portions of vegetables the camper ate This is something that we really look forward to solving next year and finding an elegant solution for So in addition to this quantitative data, we also wanted to get a sense of our impact on a more qualitative level So due to the nature of community-based participatory research, which is christopher mentioned That's what we were really attempting in this research project And the nature of this kind of research is a partnership and it has a very personal element So we really wanted to collect some qualitative data To evaluate how we did on that kind of level. So we had four different data sources for our qualitative impact We did a lot of journaling with the campers So after lunch we had them sit down take a few minutes to of self-reflection time and write about Their experiences that day and we gave them some prompts to think about So for example on the day that we learned about biodiversity In a farm ecosystem and ecosystems around the world One of our journal questions was what does biodiversity mean to you and your community? We also frequently asked them about what tastes from lunch surprised them to try to get them thinking about these themes already Another source of qualitative data were counselor observations So we took a lot of notes about behavior patterns. We noticed that the campers were Demonstrating and camper quotes different things that caught our attention We conducted focus groups on the fridays at the end of camp which were similar periods of self-reflection For the campers and also opportunities to give us some feedback And as Hannah mentioned before we also used our agents of change cards as qualitative data So here are two pieces of raw qualitative data The first quote is I want to plant something here. So if I come here next year I can say I planted that and that would make me happy And the second quote is when I go to the grocery store with my mom Instead of like putting cookies in the cart like I want to put vegetables in And so our process for qualitative data analysis was to first extract themes from these pieces of raw data So for example from the first quote We would extract the theme of ownership of farming processes and a sense of satisfaction that that brought And from the second quote we would probably or we extracted the theme of empowerment in healthy eating choices And as Hannah was describing earlier the theme of bringing something home and taking that into your own community So we decided to visualize this kind of analysis in what is called a word cloud So here's our word cloud. We reorganized our list of themes into three main Subgroups we have oh, it's cut off. I'm so sorry about that at the top. It says empowerment So the green subgroup is empowerment and then we have negative feedback and in the blue we have revelations And font size indicates the number of reoccurrences for each theme So you can see that positive response to new tastes was one of our most reoccurring themes with over 120 hits within our qualitative data pool And similarly as tim mentioned ownership of food preparation was also really impactful So as Hannah mentioned earlier summer camp at full circle farm was a continuously evolving process And the four of us wanted to leave the new generation of counselors something tangible that they could work with So we developed a 70 page manual of procedures Which essentially included every activity that we did at camp how we ran that activity and why we designed it the way we Did but we actually realized that this wasn't even enough So we're proposing a student initiated course for the spring taught by the four of us Where we'll have the opportunity to go over more upstream factors in the theoretical basis for our research We'll have the opportunity to go over More abstract concepts like health and equities, but it'll also be a time for us to go over practical skills useful for running camp So we'll talk about data collection and analysis and really the logistics of how to supervise 2011 to 14 year olds And this is also a good point of transfer to the new generation of counselors And it'll give them a sense of ownership because we're going to have them also design new parts of the camp And then implement them in the summer And one goal that we really have for this course is to emphasize tenants of good community based participatory research This really was a collaboration with full circle farm And it was a mutually beneficial relationship and our goal is to really Create a sustained partnership so that summer camp at full circle farm can continue to improve and serve the community for many years to come And lastly, there were just so many people who were involved in the design and implementation of this camp So we wanted to recognize all of them, especially Ashley and Gina who are in this room our fellow counselors and educators from the camp But just thank you to all of you for your efforts and support Okay, can we have all the panelists come up, please Okay, what did you think I didn't do that at all. I just signed them up and they just did all that They worked with julie and ira and ashley and jenna and daniel and wilfroman They worked for a 10-12 hour days sometimes 100 degree weather sometime in the summer I would come stop by the farm and they'd say Thank you for the best summer job I ever had and I looked at them like they had sunstroke or something because They had been working so many hours. Okay. Now. We're missing one guest who's going to join us soon It's my chair. So I don't really need that What did I just do? Oh, that's some kind of level air All right, so what I'd like to do is talk about full circle farm. I can't remember what slides I did here. Okay Yeah, here's our panelists so Uh, let me do a quick intro for each one of you. I'm going to have julie start this off. She's Uh, she's not on the top of my list Okay Just to make sure Uh-oh, well I know she's in earth systems and I get this so confused. So there's earth and environmental Science systems. Yeah, is that part right? Okay, and the school of earth sciences, but she does earth systems They do that part right Okay, and she's the uh faculty director co-director of the Haas center Which provided one of the grants for john proctor to work there over the course of the summer And she led the course of the six students Hannah was one of the six who put together that curriculum It'd be kind of fun to start with you to hear what you think what you thought when they showed up and said Hey, can we do this for a senior project? You know, it's it's an interesting question because when they I run a class that is a Capstone for seniors in a major of the earth systems program. That's a very interdisciplinary environmental science Major in which they also have to take into account economics humanist perspectives culture They cannot avoid and thinking about environmental problems social science and humanist Component pieces of those problems while largely earning a science degree And in this capstone class, I want them to bring the best of what they've learned through the major to work in a small group setting on A project usually a local project and I give them two choices that you can do something that is sort of a Straight up research kind of question that must be interdisciplinary But it can be very much research focused or it can have a very strong service learning component piece service learning for those of you who are are Not familiar with the lingo of community based research and such service learning is is Running a class in which you are trying to form a very active partnership With a community member where the faculty member has a goal for student learning That goal is is intimately connected to the goal that a community partner might have for a problem to investigate and and possible solutions to to some challenge in front of us And the goal for student learning And every time that I teach this class that I put out that that service learning goal Every group here to four has wanted to focus on local food issues, which I find absolutely fascinating And so I wasn't surprised that one group Strongly led by hannah said, you know, I have this great opportunity and we could do this Students from across our track areas the six students who came together to work on this represented those who had deep focus in energy in thinking about the biosphere In thinking about land systems and land management Thinking about oceans and ocean health. They really represented the the depth and breadth of what it means to study the environment When they came and told me two important pieces of information christopher that they would be working with you Which was a really good sign, but that the focus was very much more What I would think of as the purview of of our fabulous human biology program here Um, yes, it is great Human health nutrition And so we had to do a lot of exploration of what what is going to be what are my learning goals for you And can we meet that in the course of you focusing on this direction? What are the learning goals for for you and for full circle farm as our community partners? What will the students get out of this and I think and then this class Creates which is also intimately connection to serve connected to service learning an opportunity for reflection for the students afterwards They gave an absolutely fantastic superb presentation At the end of the quarter on the curriculum that that hannah then went on with her colleagues to to teach so beautifully so The solution that we came to throughout the course of the quarter the two of us meeting periodically meeting with the whole group Me meeting with the group every week Was that along with thinking about human health? You really can't be separating that from thinking about the biophysical system that is creating the food that leads to a healthy lifestyle You must be thinking about soils. You must be thinking about The very cool bugs that are doing the pollination and the degradation for us and turning compost into soil You really it's a neat system. It is a fun system It is a system that's wonderful to know at a fairly advanced level when when you are thinking of it from the Point of view of a biogeochemist It is maybe even more fun and wondrous from the point of view of a kid to think that you know Geez worms did this for me. That's really cool And and so to build the best of that sense of fun and playfulness And exploration in with their deep understanding of you know, whether it is thinking about pollinators whether it is thinking about Energy or if you eat in an extra local food shed What's the carbon cost of that and can you actually help students? Little kids to calculate that carbon cost. They did that They figured out how to integrate all of that in a way that was seamless and I just thought it was a very elegant product So I was very proud of them. Nice job And you seem to wear the two perfect hats for this being from Haas Ender system. So is this just chance that they ended up in your class or is this all because of you? Ask Anna Hannah, how did that happen? I think we just have a lot of students at Stanford Her system certainly represents a community of them, but there are many such as human biology, which has got what Catherine 400 or more students in it a lot of students who love they can't help themselves They need to think about complex problems in a very integrative way. They're they're not the single discipline Bureau in they must see a problem in a very whole three-dimensional kind of way and find Multiple paths toward analysis of problems in in that field area and applied So you mentioned when we talked earlier that that one group did a project with glide Memorial church in san francisco and collective roots in east Palo Alto and food Was so practical for being applied the glide project was wonderful at Working with the woman who runs their rooftop gardens program The question that she posed since she basically runs the program by herself was you know, like what can I do? Yes, we'd love to expand this. There's a nearby lot that's been behind fences by the city forever It's a blighted lot, but it is privately owned And so my students took on working with her as their community partner uh creating a A prescription if you will for the different ways legally or somewhat creatively that that glide might use that there are other examples of in san francisco For acquiring these lands whether this would be through going through the city through imminent domain Whether this would be on the other end of the spectrum through gorilla gardening Go ahead and take it and do it and then ask permission later Whether there were opportunities in there to work with the owners of the land and have them either lease it From them or or have them donate the land and take it off taxes So they really did a thorough investigation on all of those And then from the starting point of having acquired the land They did an analysis of the different economic and business models that glide might use Depending on what their ultimate goal was so to think about that goal is the goal To feed local people is the goal to train people how to grow food on this land Is the goal to raise money on this land? So should you should you enter crop in a really creative way and go for maximum yield to feed people from this land? Should you maybe grow a lot of specialty crops that you could sell at a farmers market or through a csa? And therefore earn even more money that could go back to feed more people Do you want to use it for education? And so not favoring any of those but laying out a lot of models So so they could give to glide you may not be able to act on this right away But when you are here is a nice prescription for how to move forward and similarly the collective roots work was Focused on a a similar conjunction with the business model Why aren't there more sort of high tech green tech jobs that speak to agriculture? There's a lot of ways out there that we could be training people that aren't just You know sort of backbreaking labor that are that speak to creative business models You know the partnerships that people have with growing mushrooms and sprouts that move straight from a small plot of land To specialty restaurants nearby and the idea there being that there's a lot of money that is generated So what are some of those different models look like how might collective roots? Start to engage in some of those models to earn more money and do more green job training in the ag sector So really fun stuff. That's great And these places aren't automatically successful all these places need some help with impact assessment or improvement And interestingly so you get your earth systems had and as a Haas director and Jeff Hawthorns in the audience You guys have what I heard from Virginia who has moved on now I'm blanking on her last name was that a really common theme in Haas has been food for these summer internships I mean you send people across the country. I can't remember what states, but they left town. They left campus And it was food food was really practical and really energizing Okay, thanks very much. I'm going to keep moving along in our panel here I'm going to call on Ira next because Ira was a speaker last year Did this phenomenal talk from the school of education? He's the associate director of the step elementary program and I had the honor of going to Jesse cool's house I missed you that day. I you didn't come that one day that I finally showed up But you've got some students getting their master's degree and you've incorporated a garden curriculum into it And that's kind of how I first met you. Can you start out telling me how food ended up in that step Curriculum sure First I want to thank you for For this particular setup. I think having the faculty speak after the students is appropriately humbling Fits us properly in our place And I want to acknowledge the accomplishments that the students have made if we think back a year ago when The meeting that they were discussing the two of us were essentially leading what could only be described as a fairly disorganized conversation And from that the students managed to accomplish an incredible amount over a course of 12 months Really less than 12 months because they finished their accomplishments over the summer Makes me wonder what it is that I did over that nine months period Anyway, I really wanted to acknowledge the hard work I was able to spend time a little bit of time with the students over the year and the The audaciousness of their vision Really what they wanted to do was to build a school And in an alternative school outside of a regular context In a garden and bring to life a part of the curriculum that's very well underserved and underutilized by our typical Traditional school model is incredibly bold the kind of thing that you know You know mid-career faculty member would likely not undertake for a variety of reasons and Maybe partly because you didn't realize how challenging it would be you managed to Find the resources that you needed and accomplish Really more than I think most of us would have imagined you could do in that short period of time So I really wanted my hat goes off to you and I think that the work So I think your your question is kind of you know, who am I and why am I here? So I really want to acknowledge the What brought me Here to this particular piece of work are several colleagues who I think were visionary in a lot of ways so my colleague Ruth Ann Costanzo who Is the director of clinical work for stanford's teacher education program and my friend and colleague jesse cool Chef and food enthusiast extraordinaire Had a vision seven years ago when we were developing an elementary teacher education program in the school of education And they had the notion that we should be thinking about the curriculum We design and build into our program very broadly So that Ideally as a demonstration program, we would be reflecting that broad curriculum to the wider world Jesse was kind enough to let us explore opportunities to utilize Her local garden that she's developed in her backyard To open her house and her kitchen to our students and over the course of a seven-year period. We have put together What I modestly would say is a really thoughtful integrated engaged curriculum where we Expose our teacher candidates to the notion of how to Work with their own young children to think about health food nutrition From seed to table and we really explore all those elements right in jesse's backyard. So Every quarter we go and we explore what's happening in the garden We work with drew harwell a local gardener master gardener and he talks to us about How food grows what it is that we need to know and how we make those translations to elementary school curriculum We harvest food out of the garden We take it to jesse's kitchen and we prepare it and again with The mindset of how can we do the same thing with elementary school children. So we have very simple recipe curriculum that jesse has put together over over the course of years Then we also work to think about the ways that we make connections to the state and national Curriculum standards and frameworks so that this kind of work can find a suitable home In the traditional schools as they currently exist And then really the highlight for us is the work that our students and then the graduates do In their own classrooms with their own students. So That's kind of the cycle of the work that we do together and really it's It's a product of the vision that jesse and ruthan had seven years ago And as I like to say they're the seeds and the flower and I get to be the compost Excellent and we may take advantage of some of those students So we worked ashley to the bone and adding Our program on top of what she already had before and at the end of the camp this summer ashley had a great suggestion said, you know Maybe we could have an education director just for the summer camp next year So we've actually approached ira written a job description. Well from welcome. Sorry about traffic And so we're going to try to advertise in your group For a summer teacher for a teacher who wants a summer income Right to potentially be so what do you think about that as an opportunity you think we'll have any trouble Filling that role among all the students you have go through your program. Well two thoughts one is In spite of the incredible accomplishments of this really talented group of undergraduates and Even just the fact that they're thinking about designing a course To make this project more sustainable is tremendous At the same time running a school on a regular basis is not It's not an easy task And so what they were what they were tasked to do was to really think about the regular project management How do you enroll students and get them there on a regular daily basis? How do you raise the funds and resources to run the program? How do you design and manipulate the curriculum over time? How do you build sustainability for the students who are running the program on a daily basis? I think that's part where we may have to work on a little bit because at the days were probably 18 plus hour days for all of you So I think providing some support logistical support intellectual support from Well trained an experienced educator would be a great benefit and probably make the project all the more sustainable And as I mentioned, I think again do in part to the natural proclivities of the teachers that we work with But also the work that we've done with them prior. We would probably have no shortage of folks who would be really enthusiastic about Bringing what they know about running schools and designing curriculum and effective management and instructional strategies And incorporating that in sort of non traditional education opportunities I think we would have a wealth of resources to draw from and hopefully that would prove to be an enhancement to the project Great, and I know that you have about 35 phd students and maybe 10 times that many master's students, right? So we're also thinking in terms of a longer vision if this program continues There may be some theses some dissertations Involved with incorporating that garden curriculum down the road I know that Hannah got approached by a teacher asking for help with the curriculum when they come out To the full circle farm garden, although Ashley already does lots of that So I'm not sure why they called you but they can you could probably turn them to Ashley first But it would be exciting for you to work on something like that, right? So Looks like for your graduate students this this relationship a long-term relationship Could provide multiple opportunities in the future I think we're always looking for bright and talented students with creative ideas. I think there's There's a small but maybe powerful number of us in the school of education who are interested in The range of issues that would potentially be addressed through this piece of work and we're always excited about that That's great. Okay. Now I want to pass the baton to Ashley Because we approached you and said hey, you've got this summer camp last year. You had two weeks You had chirping chickadees and high flying hawks And they were younger age categories And we approached and said, you know, what kind of gap is there is another group you'd like to address And don't let me put words in your mouth, but I think you said sure. Let's try 11 to 14 year olds and see what that could be and Did you ever imagine it would be either that much work or that much success? Or how about your feedback on how this was when these four students started showing up on a daily basis So it was um We were expecting to have at least two weeks of camp and we ended up having five weeks of camp With that at addition of the three weeks that we had with our 11 to 14 year olds and it was phenomenal We got to add another portion to it that the little kids are now able to because the chirping chickadees are five or seven year olds And the high flying hawks are eight to 10 year olds and now they have something else They can look forward to because we don't have cooking in the first two camps And we had so much cooking in the last one that A lot of the kids were aspiring to come back just so they could participate and actually do the cooking Which is pretty exciting to actually get that next level of being involved with the food Not just eating at raw and creating salads and and things that were only raw But actually getting to prepare and do a lot more preparation with it and have that empowerment that the students were talking about Um where they get to action prepared. So that was really exciting to add that portion onto it So the the really exciting part about this next year too is to be able to The influence So we only have one week of each And the the camp that they did was the same camp three times in a row So we could collect data for it and what we're hoping for is this next year We could actually create two weeks for all of the camp so that if kids want to come for more than one week It will be building and they'll actually be adding more and then we can also do more data collection with the younger kids As well as the older kids. So there's a lot that we can add to Those summer camp with just by looking at what we did this last year and really growing on it. So there's a lot of potential Okay, maybe so I don't want to paint too rosy a picture here There's some challenges too. And in fact, I want to own up to one of my own issues So you should have seen last year when ira attended this, uh, yes disorganized meeting that I led In january after food summit one We said who wants to show up for child nutrition and we'll try to come up with a next round of ideas And I invited all these people about doing community-based participatory research and two days before we held the meeting. I thought Oh, I didn't invite full circle farm. Oh, no And I called them up and ashley and will from and I can't remember somebody else showed up two or three of you Anyway, I'm a horrible cbpr or so far. Okay, but I'm trying to I'm trying to learn my lesson But we descended on you did we Weren't there times when it was a burden and it was an extra challenge and these four students were coming up and You had your harvest festival to run and Right, it's not all easy But I think the whole process was learning for everyone. So it was Very educational experience for everyone because they were trying to figure out how to not only collect data Manage kids run a program I was figuring out how much support they needed how much I should be involved how much my staff should be involved And also trying to run the other programs that we were doing And so trying to figure out that balance We had the campers and we're trying to figure out exactly what we wanted to get Into their little brains and also for them to get out of it and to be able to Continue on with when they went home. So every every piece of it was a learning experience which learning is always Challenging as well as rewarding Now let me put you on the spot here because if we if I had shown up the first day of camp and said hi education director Ashley Pfeffer I have brought my own education director provided by ira lit and we're running a program you would have been upset I would imagine and yet the first thing you asked for at the end of camp was Could you get ira here and could we talk about having an added education director next year? Right. I mean in the beginning Did you think we needed one for as part of our program a health a health corps and similar to peace corps, but but not here in america and We have I had two full-time americorps students that were or members that were working with me and one of their Jobs or projects was actually working on this summer camp for the younger kids for the five to seven and the eight to ten So when we first started on this embarkment of creating more summer camps I definitely didn't want to take a project away from one of my americorps staff instead I I really wanted to be able to add to it and Allow the stand for students to run with it, but at the same time really Cultivate and allow the americorps staff that I had already to be able to To work with what she had already created not throw it away So But then jenna used up all her hours And the last couple weeks of camp were a little bit of a struggle as the students realized. Oh my gosh I think we're on mostly our own right and daniel got hurt He had this huge gash on his leg and he had to leave camp a couple times. Anyway It worked out next year. We'll get some help Okay to move from the education director to the executive director So will from alderson has been doing this for 30 years. Uh, he was at collective roots prior to being at full circle farm and He's now the fourth director of full circle farm and it's been there for four years Which reflects pretty high turnover because this is a challenging place to be to run an 11 acre organic Farm on the grounds of a middle school if we haven't said that before it's on the grounds of peterson middle school And I find what's most interesting is this an education and production farm and a term that you used Is this is hyper intensive urban agriculture? Woo Can you let me know what that is and And put this in perspective and then one you're gonna i'm you getting ready. Okay. Sorry. I'm sorry to save you till last there Sure. Well, urban agriculture is fundamentally different than rural agriculture. Most of us when we think about Farming we think about, you know, maybe archetypal image of somebody riding around on a tractor somewhere in iowa and big open fields and Um, we have a very different scenario in silicon valley We're sitting on a piece of land that's worth probably 26 million dollars somewhere in that area which would be about a thousand times More expensive per acre than the typical piece of farmland in california, which is about 2600 an acre So, you know, we do have a responsibility to use systems on that land that maximize its potential Not only in terms of productivity, but what we're offering To the surrounding community and the student population The land is owned by the santa claire unified school district and so hyper intensive urban agriculture is a set of approaches that are really very different than in rural areas for example We have to rely on different sources of fertility. We use wood chips, which we have Access to in large quantities. We don't have access to manure or other sources of fertility that farmers might have in rural areas So we have to be innovative and look at how we can maximize the the impact of our work our productivity as well as the education side through Developing practices that are very intensive But also friendly to the land and sustainable and so that's a that's a special challenge because oftentimes people talk about intensive agriculture They're talking about lots of machinery and chemical fertilizers and so on whereas we rely mostly on human power and biology to drive our farm And so I've heard from your predecessor, rebecca that at times full circle farm is only solvent until the next donation comes in So these four years Trying to run an 11 acre organic farm and staff it. So you've got csa members We have a variety of sources of income. We have A csa which supports up to 100 members any particular season We have a farm stand and a growing slice of revenue coming from selling to local restaurants But the reality is that There is no established funding stream for this area of work Whether it's garden-based learning or urban agriculture and so we're constantly looking in different directions to Find those funding streams and at the same time Focusing on how to boost our capacity as an urban farm. So we're fortunate Recently we received a large capacity building infrastructure grant from invidia corporation Which will help us invest in various components of the farm which will boost our productivity and ultimately get our earned income From farm sales up over 50 percent, which is one of our medium-range goals And so dependent so just to below their horn a little bit They gave you a quarter of a million dollars and in december as I understand it a thousand employees will descend on the farm Where a bunch of supervisors will be prepared to build an outdoor kitchen a vegetable processing area The current farm stand of tent pulls and tarps will be replaced with a real farm stand There'll be a better storage capacity all did I get all that right? Yes And this is really even though this is a very special moment for us The farm has essentially been built very much in this style various corporate and community groups coming forward and sponsoring Pieces of the farm everything you see on the farm, which was essentially an athletic field four years ago Was built through community efforts and oftentimes corporate groups come in not only with being able to write a check But being able to contribute volunteers and engage And so I think one of the themes that you've been emphasizing is long-term relationships And that's something that we're essentially built on at the farm even though we're only four years old We're all about building those relationships. Most of our corporate partners come back over and over again and employees are literally dying for opportunities to Get away from their computers and get involved in the food system and and do some great work on the farm So it could be a tipping point here. This is a big deal this latest grant Yeah, I like to think the tip of the iceberg Okay, because this is uh, this is long-term work. You know in my briefcase I have a first edition of food first that I picked up 30 something years ago and I at the time I was standing on the shoulders of giants and full circle farm It's the same scenario It is heavy lifting and we we have had a few directors and and many staff But it's a community effort I think the whole point is it takes a lot of us working together to change the food system And it's not just going to this change isn't just going to be handed to us on a silver platter We really have to work for it at the end of a hoe and writing grants and all different kinds of ways All right, thanks, and now I want to make it a little more provocative So full circle farm is there by the grace of the Santa Clara unified school district It is on the grounds of peterson middle school and you're producing. I don't know what the number is 100 000 pounds a year yet Of organic produce or that's the goal Okay, so the next speaker is Juan Cordon. He's the food service director of the entire Santa Clara unified school district and You would think with the food right there on the middle school grounds What a mecca this would be for those middle school students and from an educational perspective it absolutely is The sixth and seventh grade teachers bring their kids out there and and maybe the eighth. Are we up to the eighth grade yet? Not quite to the eighth So when Juan found out about the farm He was told yeah, you know, they're going to give you some great produce and it's going to be local and sustainable and 100 000 pounds of organic produce most of which is grown in the summer when schools out And so if you divided that whatever's remaining in the fall and the the spring Among your how many thousand students won 17,000 17,000 who have to eat for 180 days So, uh, I want to throw a little I want to provoke this little and throw something into the mix here How hard is it to have a farm on the grounds? You know, I think it's great I mean it sounds good in theory at least from my perspective Which is only the food service side on what we feed the kids for breakfast and lunch So far it hasn't worked as well as we would have liked it to work About five years ago when the when idea was presented to me They said okay in a couple years or at some point, you know, you'll be able to use 50 of the production coming from the farms And then what we'll do is we'll serve it throughout our school districts kids will come to the farm They'll see what we grow then you'll serve it to them in different ways And so it was really neat it sounded like a great idea And um, we did have a couple months of success, but not not any long-term success And um, you know, I know there was a lot of turnover at the farm And probably there was those couple months where I was rather difficult and it's like well We can't use what you're giving us. I don't know the stuff you're giving me is too rye What are we going to do with it? Um, and so those are the struggles we have all the time But I know the the long-term goal or the the immediate goal of the school district is to continue to somehow Try to work with the farm so that we can get these um these fresh fruits and produce to the school to the Child's plate during lunch We do have chefs on staff. We have two chefs on staff in our district So at some point at least I'm not a chef. So when you were going to give me a swiss chart or kale What am I going to do to what am I going to do with it? How am I going to serve it to kids? Um, well, we've brought in people who were trained to do those things And at some point they did implement it into our salad bars And it was neat the kids were eating it some kids chose it some kids didn't But um, we didn't have it on a consistent basis Where we we were able to possibly change the eating habits of the kids And so when I hear all the success stories that we're having with these summer camps, it's really neat I you know, hopefully we can be part of it on a daily basis You know during the school year Well, and part of the reason I invited Juan is he was here last year for the food summit And he sat in at the child nutrition group And what I love about Juan is what a straight shooter is we came up with some idealistic ideas last year And we look over at him and he'd say not in my neighborhood. Yeah, that's not going to work I got to feed these students. I got to know where the source is. It's got to be reliable I'm working with 20 different farms. You know, that's not going to work for me. Okay. What's next very open-minded Very positive and progressive, but you have to feed 17,000 kids a day For 180 days. I mean so how many full circle farms? Would it take you to get all the produce? You know, it's not how many would we'll take whatever they give us and that's where we were probably about a year and a half I'm like, what do you have and they'd say we have this this and this will you take it? Yeah, we'll take all of it and that we were doing that for probably about four straight months And whatever they had we'd say we'll take whatever. What are you going to make with it? I don't know. We're going to ask the chef and he'll come up with something And so that's that we got to that point and then kind of just faded out and we had some transition and and it hasn't Really come back. And so my hope is is that we can hopefully start this sooner than later I think another problem that came to it were the economics of it It was never determined really what the what the price what price they were going to sell the produce to us at people assumed they were going to give it to us and Well, we had to buy it and a lot of times they were offering me the produce And it was more expensive than what I can go to the to the market and buy it at And so that that became a challenge because I had at one point I had the school districts The school board saying we want you to buy from the farm I know what's going to cost me more than if I go buy it from the produce company What would you like me to do and you hate to say but when we talk about child nutrition there are the economics of it It's just you know, we're asking to do more with less and so that has to be part of the equation and you know, but I guess If you look at one benefit they weren't offering us that many cases So it didn't have that kind of financial impact But I think once they get into full production We are going to have to decide what what is a fair price for it And and what is what can the school district afford? But will from if you had to offer this food under cost or free half of what you produced and run an education component Boy, you're stuck with a lot of donations then to make up for that income Exactly, I mean we we are working in uh a paradox if you will I mean in order for a nonprofit community farm to survive we have to look for the highest return on our produce And oftentimes that's at our our csa members are are paying Uh a premium price farm stand restaurant sales in particular looking for kind of gourmet produce items And then school districts are looking for food sort of at that minimum cost and We essentially lose money when we sell it, you know the the lowest wholesale rate So it there is a challenge there And it it's definitely Something that we haven't figured out we're Trying to figure it out as we go along, you know in fact, we wrote a grant with uh j. Bada charia to apply to usd In fact, it's going to be scored this month. We'll see if we get it or not But he did some economic projections and as I watched him put all his little greek letters together He said okay, well to make this thing work and to give food to the school You're going to have to factor in the donations that you get and the volunteer work Then you get and and without that It wouldn't fly at all, but that's a part of full circle farm is the volunteer work the community outreach And our our farm bears the the cost of providing education. I mean people like ashley come at a price and We we think that that's part of our our formula for how we how we build a community farm The education is the key component, but other farmers don't have to worry about that. That's not a cost for them We host, uh, you know every week Sometimes every day we have visitors tour groups Presentations workshops special programs that we create and that takes a lot of staff time and investment And we think that's part of the formula as part of being a part of the school district So I think when we do the equations about Produce sales, I think we have to look at, you know, the larger picture, which is we're not just about producing fruits and vegetables. We're about producing Bright minds Producing educational experiences engaging the general public So there's there's a few other bottom lines that we're looking at the farm besides just produce sales Okay, I'd love to open this up to the audience This seems incredibly unique an 11 acre organic education and production farm on the grounds of a middle school in the middle of silicon valley Do any of you have some questions of this fascinating interdisciplinary panel? I thought that we had stands with microphones But we don't so do we have a microphone that we're going to walk around or does anybody Oh antinella if you got a question antinella has got a mic right there Antinella there's somebody behind you That way Yeah, oh good. You got two so hand out one in advance Can you please state your name? What organization you're with? And then your question. Thanks Carol Packler retired faculty member from the College of Education San Jose state I placed student teachers at Peter's in middle school because it was such a special place And I learned from the founder of that garden that It was very difficult to maintain that property all of those years I wonder how it could be possible for any other school to do such a thing Well, I'll take I'll take a try Um Everything we do at full circle farm is scalable and replicable as they say in silicon valley We we operate at a scale of 11 acres, but every component we have at the farm, whether it's a community orchard A community garden an education garden production fields Greenhouse structure farm stand all those can be scaled and have been I mean there really isn't an original idea At full circle farm. I think what's unique about it is that we have so many great ideas in one place And I've I've worked for a number of years in the field of garden based learning and implementing Garden projects in schools. So this is very much something that can be replicated in other school districts But it does require buy-in really at the school district level certainly at the leadership level at the local schools and It takes a community to raise a farm urban agriculture for the most part is Illegal in most cities and so it takes the whole community to focus on this as a priority Just like we think it's necessary to have parks and play fields for children We have to make a decision as as a society that These are the this is something that we want to have as a part of our community landscape Any other panelists want to jump in I want to add one other thought Which is that I think we can think in a wide range of scales. So our student teachers and our graduates are in a wide range of school settings and Many of those settings have at least the the start of at a productive school garden and that can be from Multi acre plot a quarter acre plot or one pot And part of what I think is important is that we're providing young children with an opportunity to think deeply and carefully about Where they get their food where it comes from how it's produced what that means for them the connection between food and health Exposing them to opportunities to prepare and eat high quality Nutrient rich food and that can happen whether your plot is 11 acres or really 11 small canisters in your classroom Or even one where you're growing something So they can see the production side and then you can supplement it by purchasing food from a csa or from a You know local farmers market. So there's a wide range of ways to think about schools opportunities to do this kind of work with young children Let me add just two quickies. I know that when I first became introduced to it I said how did this come about and the community actually had up for grabs for a vote Soccer complex condominiums or 11 acre organic farm in the community Voted for the 11 acre organic farm and when we submitted our usda grant wondering if this could be replicated anywhere else Peterson middle school was a high school that got downsized to a middle school Which is why they had all those Underutilized athletic fields and we antinella called 30 school districts or something like that before we submitted our grant And a quarter of them within the district had a high school that had been downsized to a middle school That had those underutilized fields Another question Yeah, um, my name is judy and i'm from gill ray. We started a gill ray demonstration garden last year And the goal is to have It be an education piece for the schools and to have a garden in every school And I guess my question too is the support that you have from your school district Is there any funding through the school district or are you out always trying to find grants because it's kind of hard to Do the we only have three quarters of an acre And we have some school tours that come to our garden But you know our desire is to have a garden in each of these schools and also to have the food go to the kids in the schools But it's kind of hard. You're trying to run the garden at the same time trying to find the funding And kind of how do you do it? I'm happy to take a stab at that one too. Um Yes, I mean it's extremely difficult to ask school districts right now for funding and it has been for many years One thing i'll say is i'm extremely grateful to delane easton who when she was State superintendent of our school system Stated that we need to have a garden in every school That came with very few dollars from the state or through other education systems But at least it was placed as a priority Within the school systems We look for our funding from so many different sources and we're really at full circle farm adopting an entrepreneurial model in some ways trying to Act like many of our associates on the for-profit side in silicon valley and looking at how we can Be entrepreneurial in terms of the products that we grow on the farm And there are some great examples of this around the country In southern california have food from the hood High school krenshaw high school developed their own salad dressing product And so we're looking at ways to increase our revenue significantly from earned income From products and services and then we're constantly looking for grants that are in alignment with our mission And there's many challenges there, which i'd be happy to talk to you about afterwards But it does require a lot of creativity and a lot of support from different directions A huge slice of our support is in kind Which doesn't really show up on the bottom line of our budget But literally tens of thousands of dollars a year come in through projects and pieces of the farm that are sponsored by Local corporations and community groups. So what i'm saying is it takes really a shotgun approach to getting funding meaning looking in all directions and and sometimes holding a shotgun Because we we are constantly Looking for the funds and it is very much a challenge our partnerships, I think if there is a kind of a A big picture strategy for looking for resources It's partnership and collaboration and this long-term relationship with stanford This this this is not a new thing with the food summit stanford's been supporting work in east palo Alto with collective roots and I'm sure with other groups as well and so these kinds of relationships are essential to keep us going And we just need to keep looking in all directions There's there's quite a few different Schools that we've been working with even though scott of school district as it's on a district level That have been wanting that for their district as well in their schools And they've been doing a lot of the same brainstorming that you sound like you've been doing Trying to figure out where those resources are and making sure that they're getting buy-in from the people As far up as possible so that they're getting any little tidbits of support and finances And funding so it's happening everywhere But the cool thing is that because it's happening and because it's kind of on the forefront there There is money out there and there are Potentials it's just a matter of finding it and really accessing it for more more than just one year Does somebody else have the next mic We've got pride. Yep, please stand up whoever has the next one. I see somebody with a mic Hi, my name is janey hindrick, and I'm a nutrition counselor And I was just going to say that it's beautiful what you guys are doing I'm wondering Do you have a cooking class that you offer to the students? So maybe Three of the classes can be cooking and pickling and doing things that they Can sell to the community Maybe not all the students can partake in it in the foods of the farm But at least they can partake in the dirt and the seeds and the growing and that energy So, uh, currently what we do is we have Classes with all of the sixth grade they come regularly to the farm throughout the whole year So they actually have a plot that they get to garden in and they learn about food systems and nutrition And so they get the whole gamut as a sixth grader And then seventh grade classes are a lot more focused on their science curriculum So we go directly with the science teachers and their Standard-based curriculum. So that's a lot more like chromatography a little bit broader than just nutrition and food systems because that's what we have to do with the schools And then what we're hoping to do more with is peterson actually has an amazing program With culinary arts and they're creating they're building a new kitchen actually on their campus, which is phenomenal and Yeah for for their classes for their culinary arts classes And so they're able to do a lot of that stuff and we're hoping to bring them out And I've been working with that teacher a little bit to to create those classes more with the Seventh and eighth grade students that are part of that culinary arts class And we are with the NVIDIA grant. We're starting to build out our kitchen on the farm our outdoor kitchen So stand for stand for students when they came for for that summer camp They were able to provide a lot of resources into start that outdoor kitchen Which looked like tables and cutting boards and knives Which we didn't have any of that stuff before they came this summer So we are have already started some of that kitchen and then when NVIDIA comes in december will actually have some walls and Maybe even a stove So there's it's a progression, but right now what we try to do is In the future what we're hoping as we build on our capacity and what we have available to be able to teach these classes We're hoping to be able to offer more cooking classes to adults and also to the students so Whether it be summer camp or just a cooking class weekly like an after school program. There's a lot of different opportunities for that I'll just chime in on that. We we built the cornerstone for our kitchen, which is a cob oven And that was built with funds from Kaiser Permanente. We have a Kaiser pediatrician on our board and we have classes coming over from Kaiser That are dealing with obesity And so that's already a huge success. It's just just the oven piece has become tremendously popular and produces great food and We can really see the potential and we're getting very excited about building our full-scale kitchen in december I just want to continue to underscore maybe the theme of simplicity. So I mean all of these resources and opportunities are terrific if you can have access to them, but Part of the work that we do with our Teacher candidates I mean we do have the great luxury of getting to cook in Jesse's kitchen with them several times a year But really the focus of the work is having them think about translating the work that we do with one pot hot plate and a wooden spoon And 10 simple ingredients and everything that we prepare even though we get to do it with the You know in the beautiful surrounded with the love of Jesse's kitchen All of that can be done with one pot in a hot plate An electrical outlet So and if you didn't even have that you could do some of the preparations and you know cook your pasta at home And bring it into the school So it's quite possible to cook with a large number of students in a wide range of places Without all of the you know complicated Tools and equipment and surroundings And I think that's really an important message because otherwise it makes it seem unachievable Julia something just a a quick plug for The educators in the room also or those who are looking for partnerships that I think this is this is where As a for example, I know Matt has sent a couple of students to me Matt Roth who Had this idea about moving all the way from from seed to farm To production to cooking and and working with students on that and a couple of really energetic students are going to take This on as yet another student initiated course this year There's a lot of opportunity driven by students at the university level at a lot of of universities in the area There's there's there's fuel out there for thinking about creative ways To add to partnerships and to grow that circle of concern to grow the number of people Who are engaged in this process who want to volunteer who want to lead that next class Who so so whether it is through the school of education or whether it is through community-based research service learning classes That that that interests that enthusiasm is out there I think a lot of it is just finding the right partners and building those partners and and whether it is You know pickling programs and finding ways to connect that in a fun way with with nutrition Or or something else There are opportunities out there. It's just Linking them together. That's a perfect way for me to end except willy has a microphone And I can't deny willy william reed the chance to ask his question But this will be the last question before our break Thank you. I'm a farmer. I've been for over 25 years organic farmer and I would like to just ask if What If every garden if there's a garden in every school there needs to be a farmer in every garden So what are you guys doing in your programs to increase the the number of farmers with less than two percent of our population currently farming and the average age of the Farmer 56 years old This seems like a really great opportunity to couple the farmer with the educators and the younger people So that's my question Julie wants it maybe we should just go down the line on that one So I'll I'll say from a from a Stanford point of view. I'm going to do a shout out to Patrick Archie and the school of earth sciences the farm Stanford farm is a farm. We do have a farm on campus We have plenty of students who run through classes that our farm educator Runs back there. So they're at Stanford We have the ability to think either at the scale of food production and and very local food As well as what Christopher mentioned to think across scales of agriculture internationally And the connections between environment climate change poverty hunger, etc So but a key piece of this Is developing I hope even a larger farm into the future on Stanford lands And patrick will sit at the the center of that So those of you who are interested in issues of food production right here on campus You'll want to talk to matt because he's dealing with it on the food end And you'll definitely want to talk with patrick who's way in the back Because he's he's worked with some of these americorps programs started americorps programs. We we Very gracefully stole him away from santa clara and i'm really delighted to have him Okay quick answers for anybody else. I'm abusing my time here Well, we start with the the littler ones and middle school just being able to raise them up and teach them what it is to grow So just starting to spark that fire of of what it is to be a farmer and then also Cultivating our americorps who are a lot of them wanting to be farmers or are In the beginning stages of being farmers whether they're educators or are more on the farming side Um, I'll jump in and say I think a big part of it is creating context It's just so important that young people have the experience of going to a farm and participating in farming and gardening activities The farm here at stanford at the sort of the college level The literally hundreds of garden based programs throughout the bay area and around the country You just have to be at the farm to kind of get what that is about And see groups of preschoolers coming in for the first time seeing real life chickens and understanding that's where eggs come from To to the farm camp and and seeing kids when they talk about making lunch That they turn around and go out into the garden and actually harvest that food and bring it from the garden to the table That context is so impactful And so I think that's where you know becoming a farmer begins is having some sort of Impactful experience early in life And we've just got to carve that out in our in our community landscape in our schools and all the way up to our colleges And and that's what it's about All right, thanks. I'm just going to finish with a couple slides. I hope my co collaborators aren't mad at me for going over time here So if I can have my slides back up one person we didn't have on the panel was jay michael Who's from the law school who's been working with this group? I think what that really gets at is here's ashley and wolfram I'm from the school of medicine Tim and hannah came from humanities and sciences iris education julie's earth sciences jay's law school I just put an ad out to engineering uh dan hafeman wants a chipper So i've got some money for an engineer to design a mid-range chipper for them And uh michelle if you're here, I think they need some help with their business plans So if we could get the business school to chime in and for the Haas center, thank you very much for donating that uh summer scholarship And it's incredible. So these folks have touched on or potentially will all seven schools of campus And uh, thank you very much for all of you including wan to to mix it up a little for us tonight. Thanks everybody Thank you The preceding program is copyrighted by the board of trustees of the lilin stanford jr. University Please visit us at med dot stanford dot edu