2016-Schedule and Materials

Please note that rows with blue shading in the table below denote classes that focus on skills or material for team projects. Rows in white denote classes in which material on the instructor case will be presented.

WeekClassDateTopicsQuiz
(Pre-class; ID req.)
Project in-class
activities & deadlines
(Pre-class; ID req.)
Postings
(Pre or in-class, ID req.)
11Tu 01/19Introductions | Class Overview | Concept Survey01-Survey | 02-Survey--Intro Blog
22Th 01/21Food Systems in Wisconsin and Worldwide03-QuizAdditional Project Ideas Due by 4:00 pm01 Min. Paper
13Tu 01/26Overview of Greenhouse Gases Emissions | Intro. to Instructors' Case Study04-QuizRanked Topic Choices Due by Midnight02 Min. Paper
24Th 01/28 Team Work Workshop------
---------Class Field Trip (Sat 01/30)

35Tu 02/02 Sustainability of US Dairy Industsry05-Quiz--03 Min. Paper
36Th 02/04HTML workshop: students create project web page----
47Tu 02/09Methods to Assess Food Systems06-QuizCompleted Team Roles and Responsibilities Worksheet Due04 Min. Paper
48Th 02/11Library Workshop------
59Tu 02/16 Life Cycle Assessment (LCA)07-Quiz--05 Min. Paper
510Th 02/18HTML Workshop Continued------
611Tu 02/23International Guest: Josephine Peigne (France)08-Quiz --06 Min. Paper
612Th 02/25International Guest: Doris Pellerin (Quebec)09-QuizFirst Short Essay Due07 Min. Paper
713Tu 03/01International Guest: Carlos Arriaga (Mexico)----08 Min. Paper
714Th 03/03International Guest: Carlos Gomez (Peru)----09 Min. Paper
815Tu 03/08International: Reflection and Synthesis----10 Min. Paper
816Th 03/10GHG from Livestock: Enteric & Manure10-QuizSecond Short Essay Due11 Min. Paper
917Tu 03/15GHG from Crop: Nitrogen Cycle11-Quiz--12 Min. Paper
918Th 03/17GHG from Crop: Carbon Sequestration 12-QuizAnnotated Bibliography and Outline Due13 Min. Paper
---------Spring Break Recess (03/21 - 03/25)

1019Tu 03/29Best Practices and Emerging Options----14 Min. Paper
1020Th 03/31Project discussion: Teams C & G  --Team-Led Project Discussion/Partial ReportFdbck C | G
1121Tu 04/05Consumer View: Dietary Choices and Waste13-Quiz15 Min. Paper
1122Th 04/07Project discussion: Teams B & H --Team-Led Project Discussion/Partial Report Third Short Essay DueFdbck B | H
1223Tu 04/12Broader Context: Politics, Economics, and Sociology --16 Min. Paper
1224Th 04/14Project discussion: Teams D & F --Team-Led Project Discussion/Partial ReportFdbck D | F
1325Tu 04/19Broader Context: Outreach To/From Producers -- --17 Min. Paper
1326Th 04/21Project discussion: Teams A & E --Team-Led Project Discussion/Partial ReportFdbck A | E
----Fr 04/2211:59 pm Deadline for First Version of Papers and Websites--Initial paper and Website Due
1427Tu 04/26Web Page/Paper Presentation of Instructor Case | Formative Course Evaluation----
1428Th 04/28Web page/paper presentations: Teams B, E, & F--Final Presentation
1529Tu 05/03Web page/paper presentations: Teams D, G, & A--Final Presentation
1530Th 05/05Web page/paper presentations: Teams C & H  --Final Presentation
----Th 05/1412:00 pm dropbox deadline for 1) final paper and 2) peer-and-self evaluation. ----
-- -- Th 05/14 12:00 pm deadline for last modifications to project webpage-- ----

  • 01 Tu 01/19
    • Synopsis: For the first day of class, one of our objectives is to get to know each other, to take a couple on-line survey and discuss the results.
    • Pre-class assignment: None.
    • In-class activity: Intro Blog | Survey of your views on Climate Change and on U.S. Agriculture.
  • 02 Th 01/21
    • Synopsis: Today's class will focus on exploring the various pieces of the food system and the ways in which they interact. This discussion will set the stage for both the instructor and student projects alike as we work towards understanding the impacts of the many pieces that make up food systems.
    • Pre-class assignments: Before class, please read Neff 2015 and Cassidy and Patterson 2008. The Neff reading will provide some background on how systems thinking and some other important concepts apply to the food system. The Cassidy and Patterson reading then looks at the food systems from the perspective of one discipline of actors within the food system: urban planners. Pay attention to how concepts such as complex adaptive systems, resiliency, and wicked problems which are explored in the Neff chapter are identified and addressed by urban planners in Cassidy & Patterson. Then complete 01-Quiz. Graduate students should, in addition to these two readings and quiz, peruse this DVRPC 2010 report on the Philadelphia area food system to further explore how local policy makers can address food systems problems. Also, please remember to submit any further ideas for final project topics to the course TA via email before class. They will be considered for addition to the list that students will choose from when selecting their final topics.
    • In-class activity: Follow along and take notes in Professor Morales' powerpoint presentation.
  • 06 Th 02/04
    • Synopsis: Today we will have a web-page development workshop with a guest instructor from DoIT.
    • Pre-class assignment: Please start the on-line course HTML Essential Training with James Williamson.  Complete chapters 1 and 2, plus "Formatting content in HTML" and "Using headings" from section 3. To access Lynda.com from off-campus, first go to the DoIT Services Software Training for Students page, under the last heading "Online Technology Training (Lynda.com)" click on "access Lynda.com". This will prompt you to enter your NetID and take you to Lynda.com where you will have access to all of the chapters in the assigned video. You may have trouble connecting to DoIT with Chrome, but Windows Explorer and Safari should work.
  • 07 Tu 02/09
    • Synopsis: Today we'll be exploring various methods that can be used to assess sustainability and impact of food systems processes in order to determine which method may be appropriate for student projects and the instructor's example project. What are the benefits and drawbacks of each method? What research questions are most appropriate for each? These are the questions we'll explore in today's class.
    • Pre-class reading: Remember to complete the first page of your Roles and Responsibilities Worksheet in your groups and submit it in the dropbox before class. You should only submit one per team. The reading for today's class is: Aubin et al. 2013. Graduate students should read the whole chapter, while undergraduate students are assigned only 10.1 Introduction (pp. 198-200), 10.4 Environmental, Social, Economic, & Nutritional Methods and Indicators (pp. 207-222), and 10.6 Conclusion (pp. 225-226). Then take 04-Quiz; the quiz covers only material from the sections that everyone has been assigned.
    • In-class activities: Research Methods in the Biological and Social Sciences: An overview presentation available as a pptx doc or pdf doc | Comparative Analysis to Assess Sustainability with the MESMIS method.
  • 08 Th 02/11
    • Synopsis: For undergraduate students our friendly librarian will be giving us a hands-on guided tour of database search, proper citations for your web pages, and other things to consider as you build webpages with materials found on the internet in our regular classroom. For graduate students the writing center is holding a special session of their "writing a literature review" workshop for us. During our normal class time report to 6171 H.C. White where the writing center is housed and they will set us up for the session in one of their conference rooms.
    • Pre-class assignment: You are expected to work with your teammate to move your project along. Please visit the Group Projects Page for more details
    • In-class Activity: You can follow along in this handout that our librarian has provided to guide us through class
  • 09 Tu 02/16
    • Synopsis: Life Cycle Assessment (cradle-to-grave analysis) offers the livestock industry a structured methodology to quantify environmental impact including GHG emissions. An LCA can help identify components or processes within production systems that should be targeted to reduce environmental impact. The paper of Beauchemin and McGeough (2013) introduces us to the LCA and its application to livestock ruminant agriculture. The authors felt compelled to end their conclusion with the following statement: "Ruminants make a useful contribution to society in that they produced high quality energy and protein for human consumption from land areas and cellulosic materials that would otherwise be very difficult to exploit. What do you think?
    • Pre-class reading: Please read Beauchemin and McGeough 2013)
    • In-class activities: LCA Q&A
  • 10 Th 02/18
    • Synopsis: Today we will either continue our web-page development workshop with a guest instructor from DoIT or discuss the necessary parts of a research study and the function of each.
    • Pre-class assignment: Bring your questions and problems about HTML coding to class.
  • 11 Tu 02/23
    • Synopsis: In this class Josephine Peigne will be joining us from France to talk with us about food systems, sustainability, and climate change in the European Union.
    • Pre-class assignment: Before class please read Reimer & Prokopy 2014. Then complete the short quiz linked in the schedule table. This reading will focus on U.S. agricultural policy. In class we will use this background to engage in a discussion about the differences between the U.S. an the E.U.
    • In-class Activity: Grain Production and Sustainability in France.
  • 12 Th 02/25
    • Synopsis: Professor Doris Pellerin from the University Laval, Quebec, Canada will be leading us in a discussion of dairy systems sustainability research in in province of Canada (which is Canada's "dairyland").
    • Pre-class assignment: Please read the paper of Belanger et al. (2015) This article will shed lights on how Quebec scientists have approached the assessment of sustainability of dairy farms in their province. Before class remember to turn in your first short essay, following the instructions provided in the Rice Essay Prompt.
    • In-class Activity: Discussion of Dairy Sustainability Issues in Quebec with Dr. Doris Pellerin (Univerisity of Laval, Quebec).
  • 13 Tu 03/01
    • Synopsis: In this class, Dr. Carlos Arriaga-Jordan from the Universidad Autonoma del Estado de Mexico will be introducing us to the type of dairy farming of Mexico and then he will be leading us into a discussion of how small scale dairy production (smallholders) contribute to poverty alleviation in the highlands of Central Mexico.
    • Pre-class assignment: Please read Espinoza Ortega et al. 2007.
    • In-class Activity: Discussion of Mexican Dairy Systems and Poverty and Small-Scale Dairy Farming
  • 16 Th 03/10
    • Synopsis: Today, we are moving deeper into studying the sources of GHG emissions from dairy farms with the idea of finding relevant literature that shed some light on our case study (comparing organic versus conventional dairy systems). The paper of O'Brien et al. (2014) fits here because it compares various methods to allocate co-products; it compares grass-based dairy system from Ireland to confinement systems from the U.K and the United States. One of the main findings is that without accounting for carbon sequestration in the grassland (pasture) the grass-based and confinement dairy systems had similar carbon foot print per ton of milk. I am very curious to learn more on how grassland carbon sequestration was estimated. Be prepared, we are going to learn more about the IPCC approach to calculating emissions.
    • Announcement: Remember that your second short essay is due today.
    • Pre-Class assignment: Please read O'Brien et al., (2014).
    • In-class activities: Understanding O'Brien et al. (2014) LCA Approach | Board Pictures from class discussion: Confinement System versus Grass-based System | Result, Discussion and Conclusion Activity | Short Power Point on Dairy Emission | Visualizing O-Brien data | Calculating Dairy Cow Enteric Methane Emission. For your reference, feel free to have a look at the related IPCC (2006) document.
  • 18 Th 03/17
    • Synopsis: Carbon sequestration becomes an important issue if we switched the mind set from "reducing" emission to "offsetting" emissions within our agricultural systems. According to Lal (2004), strategies to increase the soil carbon pool include soil restoration and woodland regeneration, no-till farming, cover crops, nutrient management, manuring and sludge application, improved grazing, water conservation and harvesting, efficient irrigation, agroforestry practices, and growing energy crops on spare lands.
    • Pre-class assignmentLal (2004): Soil Carbon Sequestration Impacts on Global Climate Change and Food Security. Then complete the quiz linked in the schedule table at the top of this page.
    • In-class activitySoil_and_Carbon_Slides.pptx
  • 20 Th 03/31
    • Synopsis: Today we start our series of team-lead discussion/partial report
    • Pre-class assignment: Before class review team C and G's bibliography and outline on their respective project webpages and post some thoughts, reactions, comments, questions, etc. on the message board for each team which are linked in the schedule table at the top of this page for 03/31.
    • In-class Activity: Presenters: Teams C & G. Please see group project page for details on how we plan to organize the discussion.
  • 22 Th 04/07
    • Synopsis: Continuation of our series of team-lead discussion/partial report
    • Pre-class assignment: Before class review team B and H's bibliography and outline on their respective project webpages and post some thoughts, reactions, comments, questions, etc. on the message board for each team which are linked in the schedule table at the top of this page for 04/07.
    • Announcement: Remember that your third short essay is due today by 4:00: Critical Analysis Essay Prompt
    • In-class Activity: Presenters: Teams B & H. Please see group project page for details on how we plan to organize the discussion.
  • 23 Tu 04/12
    • Synopsis: This class will focus on the broader applicability of the findings of the instructor case, particularly how politics, economics, and social factors will affect how this research may play out in the real world. Will farmers actually adopt the technology? Why or why not? What kinds of policies and social interventions may be used to make the adoption of GHG reducing practices more likely?
    • Pre-class assignment:
    • In-class Activity: Broader-Applicability, a power point presentation using instructors' case study to discuss "broader applicability."
  • 24 Th 04/14
    • Synopsis: Continuation of our series of team-lead discussion/partial report
    • Pre-class assignment:Before class review team D and F's bibliography and outline on their respective project webpages and post some thoughts, reactions, comments, questions, etc. on the message board for each team which are linked in the schedule table at the top of this page for 04/14.
    • In-class Activity: Presenters: Teams D & F. Please see group project page for details on how we plan to organize the discussion.
  • 25 Tu 04/19
    • Synopsis: In this class we will discuss outreach efforts to help producers and the public understand agricultural sustainability. As a UW-Madison extension specialist, Dr. Erin Silva, will facilitate the class.  The purpose of this class is also to continue work on our instructor case-study and explore ways that agriculturalists have frame on-farm sustainability. We will pay particular attentions to aspects that we may have overlooked thus far.    
    • Pre-class assignment: Please read the document Linking Producers To the Supply Chain and the Metrics and Indicators of Sustainability document put forth by the National Initiative on Sustainable Agriculture. (Note: Feel free to watch the 5 min. introductory video located towards the bottom of the NISA home page.)
    • In-class Activity:
  • 26 Th 04/21
    • Synopsis: Continuation of our series of team-lead discussion/partial report
    • Pre-class assignment: Before class review team A and E's bibliography and outline on their respective project webpages and post some thoughts, reactions, comments, questions, etc. on the message board for each team which are linked in the schedule table at the top of this page for 04/21.
    • In-class Activity: Teams A & E. Please see group project page for details on how we plan to organize the discussion.
  • 27 Tu 04/26
    • Synopsis: Formative course evaluation and presentation of instructor case study.
    • Pre-class assignment: Please continue work on your project web page.
    • In-class Activity: Please follow along on the Instructors' Case Study Page.
  • 28 Th 04/28
    • Synopsis: Team final presentations
    • Pre-class assignment: Please review the web pages (focusing on content primarily) for the following teams: B, E, & F.
    • In-class Activity:
  • 29 Tu 05/03
    • Synopsis: Team final presentations
    • Pre-class assignment: Please review the web pages (focusing on content primarily) for the following teams: D, G, & A.
    • In-class Activity:
  • 30 Th 05/05
    • Synopsis: Team final presentations
    • Pre-class assignment: Please review the web pages (focusing on content primarily) for the following teams: C & H.
    • In-class Activity:



Keywords:   Doc ID:59171
Owner:Alisha B.Group:DS Food Systems, Sustainability and Climate Change
Created:2015-12-28 12:03 CSTUpdated:2016-04-26 13:07 CST
Sites:DS Food Systems, Sustainability and Climate Change
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