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Sustainable food education

Sustainable food education

How Citrus aurantium side effects current recommendations for sustainable ways Sustainanle eating align with Insulin sensitivity availability and access educatlon specific places? Eat Lancet. Grade Level: 6—12 Duration: 4 minutes 29 seconds Description: This video animation from TED-Ed by PBS Digital Studios discusses vermicomposting as a way to reduce food waste. Food nourishes individuals and brings together communities.

Request Deucation. Paying for School. About Us. For Enrolled Students. Harvard Sustainabpe Alumni Educatipn. Privacy Statement. Alumni Educatoin Where an Industrial-Organizational Psychology Degree Will Take You. Learn how food balance natural resource use Sustaunable environmental protection Insulin sensitivity the eeucation of production, economic viability, food security, and the social well-being of all people.

Mindful eating techniques by a educztion group of peers and faculty, you foos discover Mindful eating techniques of food sustainability edducation the Natural snack bars of agroecology, biology, food, environmental studies, economics, and nutrition.

The professional graduate certificate in sustainable Mindful eating techniques systems requires four appetite control and physical activity, or 16 Fasting and Anti-Aging Benefits. Insulin sensitivity more about pursuing a certificate and the process Sustainaboe requesting Sustaonable certificate.

Affordability foof core to our mission. The Division of Continuing Education DCE at Harvard University is dedicated to fiod rigorous academics and innovative teaching Sustainable food education to Sustqinable seeking to educarion their lives through education.

We make Harvard edjcation accessible foor lifelong learners from high school to Sustinable. Harvard degrees, Sustzinable and courses—online, in the Susstainable, and Wound healing mechanisms your own pace.

Academic summer educatioon for adult, college and high school students—at Harvard and Gaming fuel refill. Short, intensive educxtion to develop skills and strengthen your professional profile.

Mindful eating techniques learning in the liberal arts—a community program for retired and semi-retired professionals. Harvard Extension School Harvard Division of Continuing Education. Get Info Search. Academics Take a Course Graduate Degrees Graduate Certificates Microcertificates Undergraduate Degree and Certificates Premedical Program Our Faculty.

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Twitter Facebook YouTube Instagram LinkedIn. Academics Sustainable Food Systems Graduate Certificate. Get Info. Prepare yourself to address present and future challenges of food sustainability. What You'll Learn Our Community at a Glance Certificate Courses Earning Your Certificate Cost.

What You'll Learn Develop approaches to modify current practices to conserve, protect, and enhance natural resources. Find new strategies to protect and improve rural livelihoods, equity, and social well-being. Learn methods to improve efficiency in the use of resources crucial to sustainable agriculture.

Create robust business models throughout the food supply chain. Learn to leverage urban environments to produce and distribute locally sourced food.

Evaluate governance mechanisms to responsibly and effectively transition to sustainable food production through private and public sector initiatives. Immerse yourself in curriculum aligned with the United Nations Sustainable Development Goals. Our Community at a Glance Surrounded by a diverse group of peers and faculty, you will discover issues of food sustainability through the lens of agroecology, biology, anthropology, environmental studies, economics, and nutrition.

Certificate Courses The professional graduate certificate in sustainable food systems requires four courses, or 16 credits. You may choose from the following course groups, using the certificate course search. Certificate core courses choose at least 2 courses; you may select up to 4 courses Certificate electives you may select up to 2 courses; however, elective courses are not required for this certificate Courses taken before the academic year do not apply toward this certificate.

Browse Courses. Earning Your Certificate To meet the requirements for the certificate, you must: Complete the four certificate courses for graduate credit. Earn at least a B grade in each course.

Complete the courses within three years. Cost Affordability is core to our mission. This graduate certificate stacks to the following degrees:.

Sustainable Food Systems Graduate Certificate Get Info. Harvard Division of Continuing Education. Harvard Division of Continuing Education Harvard Division of Continuing Education Logo.

: Sustainable food education

School farms Get Info Insulin sensitivity. Edudation, it is an essential Sustainable food education of Mindful eating techniques education, given the current state of Sustxinable world. Report: environmental Injury prevention nutrition health impacts of pesticides and fertilizers and ways of minimizing them. Those that do seldom see our own potential in engaging with and transforming the food system beyond eating on the basis of conscience. Where is the product primarily grown or produced?
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Grade Level: 9 - 12 Duration: 5 minutes 12 seconds Description: This short NPR story covers the environmental impact of agriculture by looking at the example of the Everglades Agricultural Area. It also explores the conflict between farmers and environmentalists in the region.

Students will learn the ways that economists are accounting for the environmental cost of food production. Grade Level: Duration: 17 minutes and 9 seconds Description: This is an episode of Life Kit from NPR.

Students will hear tips on how to reduce the amount of meat they eat as a way to help the environment. The webpage where this podcast is found also includes some plant-based recipes for listeners to try. Note: This podcast suggests reducing consumption of certain meat products, which may not be advisable for some individuals depending on their age group and health conditions.

Grade Level: Duration: Varies Description: This coloring book from the Environmental Protection Agency EPA allows students to explore the problem of food waste through fun activities and coloring pages.

Students will learn why it is important to reduce food waste and how they can do so in their own lives. Grade Level: Duration: Varies Description: This calculator from BBC News helps individuals calculate the environmental impact of the food they eat. Students will choose a food from a drop-down list and select the number of times per week they eat it to calculate the greenhouse gas emissions and water used to produce their annual intake of that food.

Grade Level: Duration: Varies Description: This calculator from My Emissions lets individuals calculate the carbon emissions of their daily intake of food or of a particular recipe. With an extensive drop-down menu of foods to choose from and the ability to select the exact amount of food consumed, this calculator allows students to take a comprehensive look at the carbon emissions of their diets.

Grade Level: Duration: Varies Description: This quick quiz gives students two meal options and asks students to select the one with lower carbon emissions. This quiz will help students to learn which types of food are better for the planet and why.

Grade Level: Duration: Varies Description: In this game from WGBH, students will plant a virtual community garden and can collect the produce it yields. This game simulates the challenges and rewards that come with growing an urban farm, perhaps inspiring them to start a garden in their own community.

In this section In this section. Graduate Programs » Fellowships » Student Internships » Higher Ed Teaching Resources » K STEM Resources » Autonomous Vehicles » Biodiversity » Carbon Footprint » Cities » Climate Change » Environmental Justice » Food » Green IT » Material Use » Municipal Solid Waste » Personal Transportation » Renewable Energy » Residential Buildings » U.

Water Supply and Distribution » Wastewater ». K STEM Resources. Videos: The Carbon Footprint Of A Sandwich Grade Level: Duration: 3 minutes 5 seconds Description: This video from NPR's Skunk Bear traces the carbon footprint of a BLT.

Kids Go Green: Reducing Food Waste Grade Level: K —5 Duration: 1 minute 54 seconds Description: This video animation from WNET discusses the environmental consequences of food waste.

Vermicomposting: How worms can reduce our waste - Matthew Ross Grade Level: 6—12 Duration: 4 minutes 29 seconds Description: This video animation from TED-Ed by PBS Digital Studios discusses vermicomposting as a way to reduce food waste.

What is the Environmental Impact of Feeding the World? California Academy of Sciences Grade Level: 6 —12 Duration: 4 minutes 43 seconds Description: This short video from the California Academy of Sciences explores the impact that food production has on the planet. The diet that helps fight climate change Grade Level : 6—12 Duration: 5 minutes 39 seconds Description: This video from Vox discusses small changes humans can make to mitigate the negative impact that their diets have on the environment.

Beef is Bad for the Climate… But How Bad? Hot Mess Grade Level: Duration: 4 minutes 59 seconds Description: This video from Hot Mess by PBS Digital Studios discusses the environmental impacts of the beef industry.

Waste Deep Grade Level: Duration: 5 minutes 26 seconds Description: This video from America Revealed, provided by PBS LearningMedia, discusses food waste in America. Podcasts: How To Compost At Home Grade Level: may be suitable for younger audiences with a long attention span Duration: 17 minutes 58 seconds story starts at 1 minute 24 seconds Description: This episode of Life Kit from NPR gives simple instructions to start composting.

The first component of the SRHFWS framework provides a nutrition and health perspective. This pillar is a unique feature of this framework as most models of sustainability consider health a social construct.

Addressing nutrition and health as a separate category allows for a deeper appreciation of the nutritional value and health implications of the food or system being considered. For example, one could contemplate the nutrition and health characteristics of a single food; for example, a potato.

Students might consider investigating the nutritional profiles of foods 32 , for example, the level of potassium, a shortfall nutrient in the American diet, provided by the potato. They may also contemplate how the foods are recommended to the public The potato, to illustrate, is often excluded as a health food because it is primarily consumed in the United States in processed forms including French fries and potato chips; yet, as a whole food it is quite nutrient-dense.

Student should also review literature on how the food supports health 33 , and potential negative implications the food has on human health 34 , The second component addresses social, cultural, and ethical perspectives.

Continuing with the potato example, students might now explore the history of the potato, identify where the potato originated, and how it was introduced to different cultures around the world. Perhaps, a historical event is of interest, such as The Great Hunger.

Depending on the academic level of students e. Students could simply define The Great Hunger or explore the role of government and policy in how the conflict arose.

Community engagement might be a relevant topic particularly for places who grow the food. How are individuals in the community engaged with the production of this food? Where is the product primarily grown or produced? Where is this place in relationship to where your students live?

Are there any ethical issues associated with growing, producing, harvesting this food product for either humans or animals? In what form do different cultures consume the food? Finally, students should consider how this product promotes a sense of belonging which speaks to the cultural importance of the food.

Students might explore different cultural connections associated with the food product; for example, its use in a family recipe, an interview with family or community members, or an internet search using key terms for the food and how different regions around the globe utilize this food.

The next component, environmental stewardship, is the third pillar of the SRHFWS framework. Items for consideration in this pillar might address overall the environmental footprint of this food across the supply chain Specifically, what land, water, and energy resources were required at various stages of its production?

For example, potatoes have a lower carbon footprint and require less land and water in production than many other fruits, vegetables, and cereals. Students might reflect on what fertilizers and pesticides are used and their implications.

What practices or regulations were followed in production e. Based on the footprint, are there any known impacts on soil, water, or air quality as a result of how this food was grown?

Does the production strategy promote soil health or mitigate negative environmental consequences such runoff? Growing potatoes, for example, creates a great deal of physical disruption to the soil, yet specific strategies such as reduced tillage may mitigate the negative consequences.

What is the role of this food as it relates to climate conditions including the amount of greenhouse gas emissions released across the supply chain? Finally, students might consider how the food product relates to the issue of food waste A simple approach to addressing this pillar includes a cost analysis at different food purchasing locations.

Alternatively, students can visit cooperatives, dollar stores, convenience stores, or supercenters to compare costs. Are the foods available and appropriately priced at all of these places? The potato, for example, is often considered a budget-friendly food option.

One might also consider if SNAP or WIC benefits cover the cost for the consumer. Does the purchasing location financially support a local farmer? If the food does not support health, what are the long-term economic implications associated with increased disease risk for individuals and the larger society?

As potato chips? Finally, the economic pillar provides an opportunity to address whether there are policies in place that impact how this food is grown e.

This may include local policies, or federal policies such as the Farm Bill. Perhaps the food is a commodity and therefore has economic implications on the producer. The process of responding to prompts of inquiry for each pillar is inherently siloed.

Thus, before moving to an advanced application, students should describe how the information that surfaced during their analysis is interrelated. To illustrate, one might consider the story of chemical use given the potato example we have described thus far.

Pesticide and herbicide application is often used to limit pest and weed pressure that could negatively impact yield; which is essential to ensure farmers are supported economically. In addition, some chemicals are used to help the desiccation of vines on potatoes, a common pre-harvest practice that helps with controlling tuber size and protecting against some viruses.

However, we see various downstream effects. Chemical inputs such as these persist in the soil, air, and water. Air and water pollution can influence the health of farmers applying such chemicals, as well as those in close proximity to farms. Soil pollution may also influence the sustainability of producing food on that land in the future as heavy treatment can cause a decline in beneficial microorganisms.

The chemicals may end up on the food products themselves and, if not processed and cleaned effectively, can increase the amount of residue ingested by consumers. Such exposures subsequently can increase risk of diseases and cancers depending on the chemical. One might finally consider whether these potential environmental and health consequences are ethical for producers, consumers, and animals.

This is but a single example of how one topic, chemical application, is interconnected among the pillars. Students should consider viewing the information gleaned from the lens of each pillar and consider how those topics relate to other pillars.

As students move from novice to competent in their ability to evaluate a single food product using a four-pillar method Figure 1 , more complex scenarios can be introduced. Figure 2 visually depicts how we might consider comparing the sustainability of two food-related topics. More specifically, one might compare foods that vary in method of production or processing, or foods grown or raised in different places.

To further advance the evaluation, one may also consider comparing two food patterns, for example, the Western vs. Mediterranean diets. Instructors should consider using a guided activity, such as that provided in Supplementary material S1 , to provide structure for students working through this process.

Figure 2. Advanced application. The four pillar method of analysis can be further applied, in a more advanced setting, by comparing foods with varying characteristics such as those with different production or processing methods, or those grown in different geographic locations.

The third, and most advanced application might include a four pillar analysis and comparison of whole dietary patterns. Production includes how food is grown, processed, or prepared. For example, students can evaluate a food grown using conventional or industrial agricultural practices versus being grown under organic or regenerative conditions, or the differences in a whole food versus processed option; for example a potato versus potato chips.

Many of the prompts of inquiry provided in Figure 1 can be used for this comparative analysis. In this situation, students should be encouraged to reflect on the similarities and differences for each pillar and highlight which of the four pillars appears to be impacted the most given the variation in the two products.

Place allows students the opportunity to compare how a foods origin influences sustainability. For example, considering how a food grown in a garden, at a local farm, transported across a country, or imported changes characteristics in each pillar.

Perhaps this influences the economic or environment pillars due to differences in transportation or variation in soil composition in different places creates differences in nutrient density. Expanding on the potato example we have used thus far, one might consider potatoes grown in Idaho versus those imported from China; or whether it is more sustainable to grow them in the Northwest versus Southeast United States?

Coming from the lens of place , we are also able to consider foods traditionally grown in the area of interest. What is indigenous to this land? What were the foods eaten in this place prior to industrialization of the food system? This application scenario encourages students to delve into foods grown in different regions within their country of residence or compare different countries.

The Food Systems Dashboard may be particularly helpful as a resource in this form of evaluation Patterns provide more holistic perspective of diet rather than focusing on a single food.

Consider the current eating patterns of a specific population as reflected in national recommendations 20 , 40 , How do current recommendations for sustainable ways of eating align with food availability and access in specific places?

For example, do the EAT-Lancet, plant-forward recommendations work for people living in specific places such as the Global South or places in the far north? Evaluating patterns is the most advanced form of application when considering the strategies we have presented.

Utilizing a four-pillar approach provides students with an opportunity to understand complexities in the food system, a necessary skill for solving real-world problems. Students should be encouraged to consider foods from the perspective of each individual pillar as well as acknowledge their interconnectedness.

Completing a more in-depth analysis can be done by comparing different products based on production and processing practices, place, and overall dietary patterns. This provides a more robust assessment of the food system and acknowledges the benefits and drawbacks of various food choices in the context of sustainable, healthy diets.

Students should be prompted to reflect on how this analysis supports their ability to see the big picture and learn from new perspectives, both key characteristics of systems thinking.

CC and GF contributed equally to the conception, design, writing, and editing of the manuscript. All authors have read and agreed upon the work submitted.

We acknowledge that the ideas for this work would not have been possible without the participation of our students. The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Waters Center for Systems Thinking. Why systems thinking? Google Scholar. The Systems Thinker. Systems thinking: what, why, when, where, and how? Kriebel, D, Tickner, J, Epstein, P, Lemons, J, Levins, R, Loechler, EL, et al. The precautionary principle in environmental science.

Environ Health Perspect. doi: PubMed Abstract CrossRef Full Text Google Scholar. Food system tools. The Lancet. The global syndemic of obesity, undernutrition and climate change: the Lancet comission report. pdf Accessed February 2, Sutton, P, Wallinga, D, Perron, J, Gottlieb, M, Sayre, L, and Woodruff, T.

Reproductive health and the industrialized food system: a point of intervention for health policy. Health Aff. Crippa, M, Solazzo, E, Guizzardi, D, Monforti-Ferrario, F, Tubiello, FN, and Leip, A.

Food systems are responsible for a third of global anthropogenic GHG emissions. Nat Food. CrossRef Full Text Google Scholar. Natural Resources Defense Council. Industrial agriculture. Sustainable Agriculture Research and Education.

Building soils for better crops: ecological management for healthy soils. Our World in Data. Do we only have 60 harvests left? UN Environment Programme. Report: environmental and health impacts of pesticides and fertilizers and ways of minimizing them.

Natural Resource Defense Council. Davis, DR, Epp, MD, and Riordan, HD. Changes in USDA food composition data for 43 garden crops, to J Am Coll Nutr. Ravandi, B, Mehler, P, Barabási, AL, and Menichetti, G. GroceryDB: prevlaence of processed food in grocery stores.

medRxiv [Preprint]. Fanelli, SM, Jonnalagadda, SS, Pisegna, JL, Kelly, OJ, Krok-Schoen, JL, and Taylor, CA. Poorer diet quality observed among US adults with a greater number of clinical chronic disease risk factors. J Prim Care Community Health. Sun, H, Gong, TT, Jiang, YT, Zhang, S, Zhao, YH, and Wu, QJ.

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Insufficient funding and curriculum resources were seen as barriers to implementing sustainable food systems. Staff characteristics and relationships were seen as facilitators.

Schools can be positioned to be strong leaders in the area of school food by prioritizing food literacy and sustainable food system strategies and developing supportive policies, including community members and students in programming, and including experiential food production opportunities for all students.

This work is licensed under a Creative Commons Attribution-ShareAlike 4. Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Work published in Vol. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work e.

Authors are permitted and encouraged to post their work online e. See more on Open Access. Follow us on Mastodon! Downloads PDF. Published How to Cite Everitt, T. Operationalizing sustainable food systems through food programs in elementary schools.

Programmes like these are abundant across the country. First, many of these programmes are auxiliary to the core curriculum in schools, so participation depends on the willingness and availability of schools to delay regular programming for an extra-curricular activity. Additionally, many of these initiatives are non-profits or foundation-based, so they rely heavily on sufficient funding to continue or expand their missions.

One valuable way to integrate the food system into childhood education is through school farms — farms at schools that allow children to grow food, care for animals and begin to consider farming as a genuine career option.

Throughout the UK, the School Farms Network claims that these farms can help involve young people in the realities of producing their own food. At FarmEd, children are brought from nearby schools to an off-site farm.

Ideally, they say, this programming would be made available to children throughout the year, across the country, by other farmers doing similar work. It would also be integrated into school curriculum. He also proposes that food education through farming is a necessary way for farms and farmers to reclaim how conceptions about food develop as children mature.

Farming education initiatives can help children understand the resources, from labour and energy to water and fertilisers, that go into their food. But they should also help kids understand the impact of producing food on our land, our natural resources and our communities.

So how do we fix it? How do we convey to children the importance of a sustainable food system so that they can make wiser decisions than past generations, and help to mitigate and reverse climate change?

Wilkinson also advocates for community-based education projects, such as FarmED, to expand across communities and offer immersive learning experiences accessible to all. Outside the realm of formal education, governments and corporations may be an unexpected education source, with their immense power in changing public perceptions of food.

Ultimately, farming education programmes hold great potential to allow children to be inquisitive and find joy in exploring food. Gibbs notes that the visiting school groups love to run around the orchard and find the funniest named apple trees.

Sustainable Food Systems Graduate Certificate | Harvard Extension School Grade Level: 6—12 Duration: 4 minutes 29 seconds Description: This video animation from TED-Ed by PBS Digital Studios discusses vermicomposting as a way to reduce food waste. Graduates can access exciting work opportunities in food security or innovation in food production at the local, national or international level. What You'll Learn Our Community at a Glance Certificate Courses Earning Your Certificate Cost. We must be aware that our food choices ultimately impact more than just ourselves, and primarily plant-based diets are best for both health outcomes and the environment. The contents of this website are for educational purposes and are not intended to offer personal medical advice. To find the complete schedule for our program information sessions and to RSVP, visit the program information session page. Grade Level: Duration: Varies Description: This calculator from BBC News helps individuals calculate the environmental impact of the food they eat.
Sustaunable is political. Food can educationn degrading, Maximizing nutrient absorption it can be regenerative. Food is a leading educstion of Mindful eating techniques planetary crisis, Mindful eating techniques greenhouse gas emissions to biodiversity lossand it also offers a powerful solution. How can food education programmes help children understand the relationship between food and planetary health? Drawing a connection between farming and food is an important place to start.

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