Highlights of this course include: Major biological, chemical and physical components of the agricultural systems The scientific basis for understanding these systems and their management How has science influenced policies related to agriculture, food safety and environment in the United States? How have the policies evolved over time in the US? What has worked and what has not; what are the reasons and what are the consequences? Beyond science, what other factors influence policies? How do we link what we learn to ecological agriculture? How do we use what we learn for policy analysis?

Highlights of this course include: Major biological, chemical, and physical components of the agricultural systems The scientific basis for understanding these systems and their management How science has influenced policies related to agriculture, food safety, and the environment in the United States How the policies have evolved over time in the US What has worked and what has not; the reasons and the consequences What other factors influence policies beyond science How we link what we learn to ecological agriculture How we use what we learn for policy analysis

Ideas for teaching students to explore the human cost of food production.

This seminar-style course challenges students to look closely at the environment of Baltimore City's complex food systems and to consider what it would take to improve these systems to assure access for all to nutritious, adequate, affordable and sustainably produced food. Students "go backstage" with tour guides at sites including a supermarket, a corner store, an emergency food distribution center, and a farm connected to the city school system. Students learn about the types of food available at these sites, who uses them, relevant aspects of their operations, and site-relevant key barriers to and opportunities for providing access to healthier food, ideally with reduced environmental harm. They also conduct oral history interviews about food with elderly city residents to understand how food access has changed over the years. Class discussions, lectures, readings, and guest speakers support critical thinking, and provide background and frameworks for understanding the experiential sessions. Lectures and discussions consider applicability of lessons gained from the study of Baltimore to other area food systems. Throughout, students consider the relative impacts of access, demand, and stakeholder interests, and consider the relative strengths of voluntary, governmental, legal and other strategies. For their final papers, students apply the Intervention Decision Matrix to selected aspects of the city's food systems and food environments, identifying challenges and opportunities for change, incorporating lessons learned from other food systems and programs, and discussing implications beyond Baltimore .

From the United Nations World Food Programme (WFP), the world's largest humanitarian agency, Food Force is a free educational video game telling the story of a hunger crisis on the fictitious island of Sheylan. Comprised of 6 mini-games or "missions", the game takes young players from an initial crisis assessment through to delivery and distribution of food aid, with each sequential mission addressing a particular aspect of this challenging process.

Feeding Minds Fighting Hunger is designed to help equip and encourage teachers, students and young people all over the world to actively participate in creating a world free from hunger. You will find lesson modules for teachers, resources and activities for young people and an interactive forum for exchanging information and experiences around the world. Armed with knowledge and motivated to take action, we can all play an important role in ending hunger. Join us in making hunger history.

This wiki page documents the Sun Curve Design Challenge, inspired by the "Sun Curve" aquaponic garden sculpture to challenge teachers and students to produce new OER materials and incorporate green design thinking into the classroom.

Explores connections between what we eat and who we are through cross-cultural study of how personal identities and social groups are formed via food production, preparation, and consumption. Organized around critical discussion of what makes "good" food good (healthy, authentic, ethical, etc.). Uses anthropological and literary classics as well as recent writing and films on the politics of food and agriculture.

Journalism C103 / Letters and Science C103: Edible Education: Telling Stories About Food and Agriculture, Fall 2012. As the costs of our industrialized food system become impossible to ignore, a national debate over the future of food and farming has begun. Telling stories about where food comes from, how it is produced (and might be produced differently) plays a critical role in bringing attention to the issues and shifting politics.

Explores how public policy and private markets affect housing, economic development, and the local economy; provides an overview of techniques and specified programs policies and strategies that are (and have been) directed at neighborhood development; gives students an opportunity to reflect on their personal sense of the housing and community development process; emphasizes the institutional context within which public and private actions are undertaken.

Explores how public policy and private markets affect housing, economic development, and the local economy; provides an overview of techniques and specified programs policies and strategies that are (and have been) directed at neighborhood development; gives students an opportunity to reflect on their personal sense of the housing and community development process; emphasizes the institutional context within which public and private actions are undertaken.

This course provides an understanding of the complex and challenging public health issue of food security and in a world where one billion people are under-nourished while another billion are overweight. Explores the connections among diet, the current food and food animal production systems, the environment and public health, considering factors such as economics, population and equity. Case studies are used to examine these complex relationships and as well as alternative approaches to achieving both local and global food security and the important role public health can play. Guest lecturers include experts from a variety of disciplines and experiences.

Reviews regional economic theories and models and provides students with experience in using alternative economic impact assessment models on microcomputers. Problem sets are oriented around infrastructure, housing, energy, and environmental issues. Students work with a client generally in Boston and make a presentation to the client. Emphasis on written and oral presentation skills. The advanced graduate seminar is designed to provide students with a thorough understanding of selected regional economic theories and techniques and with experience in using alternative socioeconomic impact assessment models and related regional techniques on microcomputers. Discussions will be held on particular theoretical modeling and economic issues; linkages among theories, accounts, and policies; relationships between national and regional economic structures; and methods of adjusting and estimating regional input-output accounts and tables. Examples from the Boston area and other U.S. cities/regions will be used to illustrate points throughout the seminar. This year we will also examine international employment outsourcing from Boston industries and the economic impacts on the local economy. New material on analyzing regional-development issues will also be covered.

Molly Reed coaches her students through an exploration of garden ecosystems. Students work in groups moving through multiple stations. Ms. Reed also gives advice on adapting this lesson to an in-classroom environment.

Chrissa Carlson, the Garden and Nutrition Educator at Baltimore's Hampstead Hill Academy, shows us the steps needed to start a school garden. In Part 1 of this 2-part series, Chrissa shares her school garden knowledge and experience with UME's Jon Traunfeld. Part 2 (http://www.growit.umd.edu/FoodGardeningVideos/Video%20-%20SchoolGardeningPt2.cfm) will cover "Components of a Successful School Garden" and garden design.

This task was developed by high school and postsecondary mathematics and agriculture sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning – and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and agriculture sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning – and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and agriculture sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning – and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and agriculture sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning – and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.