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FACULTY OF ENVIRONMENTAL and Urban Change York University UNDERGRADUATE COURSE SYLLABUS Course: ES/ENVS 3800A

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FACULTY OF ENVIRONMENTAL and Urban Change York University UNDERGRADUATE COURSE SYLLABUS Course: ES/ENVS 3800A. 3.0 URBAN GARDENING AND SUSTAINABILITY Term: Summer 2021 Calendar Description Students will have the chance to set up their own plot in a communal garden and reflect on growing and harvesting food through the lenses of food security, biodiversity, community engagement and sustainability. Students will learn the theory and practice of urban gardening through a mixture of lectures, group projects and hands-on work in your gardens now due to COVID-19 restrictions in order by the city of Toronto and the government of Ontario (not at Maloca's garden on Keele Campus.) Prerequisite Third-year or fourth- year standing or by permission of the instructor. Course Director: Dr Silvia Vasquez-Olguin, email silvasol@yorku.ca Course Director Consultation Hours: emails will generally be answered within 24 hours. Course consultation hours: to be coordinated with the Course Director. Time and Location: this is an online hybrid synchronous (once a month mandatory zoom class for everybody) and asynchronous (3 times a month) modules, Fridays from 10 am to 12 noon. Course Management In this course, the Course Director facilitates a series of conversations, supervises gardening practices and makes recommendations to the students. The students will engage with the 1 readings, propose possible outcomes and implement gardening arrangements in their spaces as opportunities for creating discussion and learning experiences on topics of food security, food justice, availability and accessibility of food and food spaces. The Course Director creates opportunities for experimenting and invites the students to consider alternative approaches to grow food under limited and challenging conditions. Purpose and Objectives of the Course The ENVS 3800A is a hybrid course with a monthly class and the other weeks’ asynchronous online seminar based on experiential learning. The students will work in their gardens and indoor spaces (when it is possible) to appease a dialogue with the literature, the Course Director and their peers on critical approaches to local food systems. We will discuss various topics, including (but not limited to) agroecology, grassroots political action to ecological and human health, and critiquing the dominant capitalist food and agriculture system in the city. Coursework will include the development of a gardening plan adapted to their available spaces and conditions. At the end of the course, students will have: 1. Deepened their understanding of the functioning and challenges of urban gardening and sustainability and the challenges to grow food at home. 2. Engaged with and critically examined agroecological practices in an urban farming context. 3. Critically reflect on their gardening practice, their solidarity networks, and their limitations. 4. Participate and creatively reflect with their peers about different challenges and options to grow food at home with a critical perspective on food justice, accessibility, and fairness. Organization of the Course The Urban Gardening and Sustainability hybrid online course of this summer 2021 will display in EClass weekly tasks and activities to be fulfilled individually and in groups, forums discussion on the class readings and reflections on the possible challenges and connections with the weekly readings/activities and their advance on their home gardens. Each week the students will engage in a new course module with its activities and readings, expected work and grading. The required readings are central to the course. The students’ reflections must be informed by the inputs of the readings, the personal experiences, and creative outcomes from each student’s urban gardening practice. Technical requirements for taking the course. Technology requirements and FAQs for eClass can be found here: http://www.yorku.ca/eClass/students/faq/index.html 2 The live sessions components of this course require: • participate in your course through video conferencing • not to appear on video except in the case of presentations, or in your group work. • a stable, higher-speed Internet connection. (To determine Internet connection and speed, run an online test, such as Speedtest] • a computer with webcam and microphone, and/or a smart device with these features These are useful links for student computing information, resources and help: • Student Guide to eClass • Zoom@YorkU Best Practices • Zoom@YorkU User Reference Guide • Computing for Students Website • Student Guide to eLearning at York University Policies related to Zoom meetings Your course may involve the use of Zoom. Zoom is an online videoconferencing software that can be used to host lectures, tutorials or virtual office hours in real time. All audio, video, screensharing and text content will be encrypted in transit between your device and Zoom’s servers, which will prevent unauthorized third parties from intercepting the content of your Zoom meeting. For more information, please visit Zoom at YorkU. Privacy At the moment, the name you use with Zoom and metadata about how you use the application will be stored on servers outside of Canada. If you have privacy concerns, provide only your first name. If you choose to rename yourself, please let your instructor or TA know immediately. You can rename yourself in 4 easy steps. 1. After entering the Zoom meeting, click on the Participants icon at the bottom of the window. 2. Find your name in the Participants list on the right side of the Zoom window. 3. Hover over your name and click the Rename button. 4. Enter the name that you would like to use in the Zoom meeting and click OK. Please note that lectures and/or tutorial sessions may be recorded so that they can be made available to students who are not able to attend class. If you do not wish to be seen or heard, please keep your camera and/or microphone turned off. Recordings will only be posted on Passport-York protected platforms, such as eClass, and will be deleted following the end of term. Participation Questions can be asked through the chat panel. Inappropriate or disrespectful language in the chat panel will not be tolerated. You may also participate through Zoom’s nonverbal feedback features. These features can be accessed by clicking on the Participants icon at the bottom of the window. Once 3 the Participants sidebar is opened, you will see the option to Raise Hand. By clicking on Raise Hand, a blue hand will be raised. Please click on the Raise Hand button again to lower your hand once your question has been answered. You are tasked with using the various Zoom features in a responsible manner. Your course instructor and/or TA will reserve the right to remove anyone who does not behave accordingly. Evaluation The grade for the course** will be based on the following items weighted as indicated: Assignment Weightage Due Date 10 Weekly Individual assignments/Individual Participation marks Assignment #1 - Proposal or garden design / Choose a model for gardening Assignment #2 - Implementation Assignment #3 - creative reflection on a chosen topic of our class -Alternative Format Assignment #4 - group report on the students’ gardening experiences 20% 15% Sundays at 8 pm, specific dates on EClass May 30th, 8pm 25% 10% July 18th, 8pm August 8th, 8 pm 30% August 15th, 8 pm Final course grades may be adjusted to conform to Program or Faculty grades distribution profiles. Assignment #1 - Garden Design Proposal. The proposal will provide the description of your home gardening space (this includes area, hours of daylight, humidity, and other aspects of the soil), the description of the resource availability and the varieties of plants you plan to have on it. It is due by May 30th [WEEK 3]. Take stock of the resources you have and those you might need as well as associated costs etc. We will guide you and accompany you doing the basic research on what these plants need in order to grow, how your space will meet those needs. For e.g. soil/light may need to be supplemented. Or you may have too much light and you may need to use shading techniques etc. Be specific and detailed, also note down missing information or questions you are unclear about. The proposal should be 1000 words in length, must list all references citied in an appropriate scholarly format, and be typed or word-processed, singlespace. The use of pictures, diagrams, charts, and sketches is encouraged. Assignment #2 Implementation Report. This report will cover the implementation of your garden design: provide a description of your implementation process, the challenges, deviations, 4 and solutions to which you arrived. Include a detailed and precise description of the resource and plant varieties you used and how you decided on using them. Document you thought process and the logic behind all the decisions you made along the way to help us understand your gardening process. This is due by July 18th [WEEK 9]. The report should be 1000 words in length, must list all references citied in an appropriate scholarly format, and be typed or word-processed, singlespace. The use of pictures, diagrams, charts, and sketches is encouraged. Assignment #3 is a creative reflection on a chosen topic of our class. The reflection is intended as a closing piece on the process of implementing their home-gardening experiment and to connect with a topic discussed along the course. It is due by August 08th [WEEK 13]. This is a creative piece with an alternative format (not a written essay) that will show your ideas, reflections, questions, about a single topic of the course. Each student will choose the topic and the format freely and develop their reflections and discussion through alternative media platforms. Assignment #4 is a group report on the students gardening experiences. The report will collect the group’s conversation and reflection on their home-gardening experiment, the potential for community engagement, the limitations and challenges as much as the creative solutions they would have implemented. It is due by August 15th [WEEK 14]. The essay should be 2500 words in length, must list all references citied in an appropriate scholarly format, and be typed or wordprocessed, single-space. The use of pictures and diagrams is encouraged. Individual Participation grades will be granted through the weekly Module’s activities. Some of them are forum discussions; others are individual exercises on the weekly topic. Your participation grade will be assigned based on the completion of these activity modules and the quality of your engagement in the discussions. [For assignments submitted on the last day of class, please refer to “Instructions for Submission and Return of Final Assignments” section below] Required Readings The following books and papers are required readings for the course: Books: Mrosovsky, L. L. (2015). An illustrated guide to growing food on your balcony. Toronto, Ont: Mycelium Press. [Available online: https://www.miinikaan.com/store/balconybook] Piepzna-Samarasinha, L. L. (2018). Care work: Dreaming disability justice. Vancouver, BC Arsenal Pulp Press. (Provided by the instructor via EClass files as a pdf) Reese, A. M. (2019). Black Food Geographies: Race, Self-Reliance, and Food Access in Washington, D.C. (Illustrated edition). The University of North Carolina Press. (Provided by 5 the instructor via EClass files as a pdf) Papers: Roslynn Brain. The Local Food Movement: Definitions, Benefits, and Resources. Foodland Ontario. https://www.ontario.ca/foodland/page/why-buy-local 10 Elements | Agroecology Knowledge Hub | Food and Agriculture Organization of the United Nations.http://www.fao.org/agroecology/knowledge/10-elements/en/ CoDyre, Michael, Evan D.G Fraser, and Karen Landman. “How Does Your Garden Grow? An Empirical Evaluation of the Costs and Potential of Urban Gardening.” Urban forestry & urban greening, v. 14,.1 pp. 72-79. FAO. An Introduction to the Basic Concepts of Food Security. http://www.fao.org/3/al936e/al936e00.pdf Jac Smit and Martin Bailkey. Chapter 6: Urban Agriculture and the Building of Communities. In: https://www.idrc.ca/en/book/cities-farming-future-urban-agriculture-green-and-productive-cities Natalia Gerodetti & Sally Foster (2016) “Growing foods from home”: foodproduction, migrants and the changing cultural landscapes of gardens and allotments, Landscape Research, 41:7, 808819 Gray, L., Guzman, P., Glowa, K. M., & Drevno, A. G. (2014). Can home gardens scale up into movements for social change? The role of home gardens in providing food security and community change in San Jose, California. Local Environment, 19(2), 187–203. Welsh, J., & MacRae, R. (1998). Food Citizenship and Community Food Security: Lessons from Toronto, Canada. Canadian Journal of Development Studies / Revue Canadienne d’études Du Développement, 19(4), 237–255. Wekerle, G. R., & Classens, M. (2015). Food production in the city: (Re)negotiating land, food and property. Local Environment, 20(10), 1175–1193. Schedule of Topics and Readings by week The following list of lecture topics by week. The reading assigned to each week has a reading question to help students to focus on specific aspects of the reading. Each week there is a section of the course book that will help to guide the gardening activity. Readings are the theory that accompany the weekly work on the topics and the gardening. Week 1. Topic: What is local? 6 Reading of the week: Roslynn Brain, The Local Food Movement: Definitions, Benefits, and Resources. Foodland Ontario. https://www.ontario.ca/foodland/page/why-buy-local External link: http://www.omafra.gov.on.ca/english/about/localfood.htm Topic guiding question: using the reading and the external link answer the question what does “buy local” mean in Ontario? Course book reading guide: set your expectations / Foreword section Week 2. Topic: Growing food in the city Reading of the week: Chapter 2. Reese, A. M. (2019). Black Food Geographies: Race, SelfReliance, and Food Access in Washington, D.C. (Illustrated edition). The University of North Carolina Press. External link: https://amandajekums.carto.com/builder/56343d08-323b-44fa-a3865e9e3d65e2fb/embed Topic guiding question: from the discussion on Black Food Geographies, Introduction, set up your motivations to grow food in your home connected to the reading. Play around with the interactive map, find your neighborhood if it’s possible, and think about the topic of the week’s reading. Course book reading guide: Work on the section “What the plant needs.” Week 3. Topic: Agroecology Reading of the week: 10 Elements | Agroecology Knowledge Hub | Food and Agriculture Organization of the United Nations. External link: http://www.fao.org/agroecology/knowledge/10-elements/en/ Topic guiding question: from the FAO guidelines on agroecology, find out which aspects better suit to your gardening experience. Course book reading guide: Containers sizes. Week 4. Topic: Food justice and land access Reading of the week: Wekerle, G. R., & Classens, M. (2015). Food production in the city: (Re)negotiating land, food and property. Local Environment, 20(10), 1175–1193. External link: http://youngurbanfarmers.com/edible-gardens/residential-gardens/ Topic guiding question: after reading the weekly paper and checking the external link, think about how difficult is to grow fresh food in the city you live in, and how much your family needs in an average month? Connect the weekly reading with your family’s access to land and needs for fresh food. Course book reading guide: Container plants 1 (p13-17) Week 5. Topic: Food security and food sovereignty Reading of the week: FAO - An Introduction to the Basic Concepts of Food Security External link: http://www.fao.org/3/al936e/al936e00.pdf Topic guiding question: our food gardens can help to support our family’s needs, but think about this: is your family living in food security? What does it mean? How your gardening experience connects with the weekly topic. Course book reading guide: compost/nutrients 7 Week 6. Topic: Sustainability & Resources in the city This week there is no reading, but you have to explore the online resources in your city that connects with sustainability of food gardens. Course book reading guide: balcony garden safety. Some external links: Toronto https://www.toronto.ca/explore-enjoy/parks-gardens-beaches/gardens-and-horticulture/urbanagriculture/community-gardens/ https://www.toronto.ca/explore-enjoy/parks-gardens-beaches/gardens-and-horticulture/urbanagriculture/ https://www.toronto.ca/services-payments/water-environment/live-green-toronto/rethinkfood/get-growing/ Other website: https://www.gardeningknowhow.com/special/urban/creating-city-vegetablegarden.htm Week 7. Topic: Urban agriculture Reading of the week: Jac Smit and Martin Bailkey. Chapter 6: Urban Agriculture and the Building of Communities External link: https://www.idrc.ca/en/book/cities-farming-future-urban-agriculture-green-andproductive-cities Topic guiding question: following the reading of the week we can say there are different types of communities. Think about which one fits better in your case (home/neighborhood) or not. What is community-based urban agriculture, and how can your gardening experience inform/be informed by these experiences? Curse book reading guide: plants and pests Week 8. Topic: Indigenous and immigrants gardens connecting food and culture Reading of the week: Natalia Gerodetti& Sally Foster (2016) “Growing foods from home”: food production, migrants and the changing cultural landscapes of gardens and allotments, Landscape Research, 41:7, 808-819 External link: How community gardens preserve culture and grow hope. | Marissa Zarate | TEDxUOregon https://youtu.be/8bB6jtGylsI Topic guiding question: what are gastronomy contexts and how they influence your expectations on your food garden? After watching the video, what do you think about the role of agriculture and food gardens in the city, and in your context? Course book reading guide: Container plants 3 (p18-21) Week 9. Topic: Beyond accessible gardens Reading of the week: Narrated by Leah Lakshmi Piepzna-Samarasinha. Care Work: Dreaming 8 Disability Justice / Chp. 2 / Making space accessible is an act of love for our communities Topic guiding question: Care work is a beautiful book. After reading its chapter 2, what is in your mind about accessibility and how your gardening experience provides access as an act of love. Think about how accessibility goes beyond barriers and creates subjects of love, respect and care through everyday actions. The external links are examples of accessibility, but think about how they can be improved by accessibility as acts of love and care from your weekly reading. Course book reading guide: the salad table / with a twist on accessibility and love External link: https://vancouver.ca/files/cov/Community-Gardens-Accessibility-Guidelines2011.pdf http://www.n2ncentre.com/wp-content/uploads/2019/04/Barrier-Free-Community-GardeningGuide-Waterloo.pdf Week 10. Topic: Food habits and home food gardens Reading of the week: Leslie Gray, Patricia Guzman, Kathryn Michelle Glowa& Ann G. Drevno. Can home gardens scale up into movements for social change? The role of home gardens in providing food security and community change in San Jose, California. Topic guiding question: The reading is about a specific case in California. I want you to think about the specific case of your home and neighborhood. There are two concepts from the reading that you have to keep in mind: think about what is social capital? And reflect on the possible financial savings of your gardening project, if there are some. The external link will help you to understand the challenges and limitations of growing food in small spaces. Course book reading guide: SEED section External link: https://www.ecohome.net/guides/2228/grow-food-at-home-7-tips-for-growingfood-in-small-spaces/ Week 11. Topic: From consumers to food citizens Reading of the week: Jennifer Welsh & Rod MacRae. Food Citizenship and Community Food Security: Lessons from Toronto, Canada External link: https://foodcitizenship.info/ Topic guiding question: we are at the end of the term, think about how this class and the experience of growing food help you to see yourself more as a food citizen, and less as just a consumer. What are the limitations to achieve full citizenship in the food market? What can help and what is a potential obstacle. Use the external link to help you with this reflection. Week 13. Topic: A week to show your gardens and experiments Reading of the week: none! External link: TBA Topic guiding question: this week is all for show off your gardens, experiments, failures and successes. It does not matter how they look like. We want to see them all, to cheer you up, to celebrate gardens, life, food and culture. Take us to your gardens, no matter how big or tiny they are. Take a video, a set of pictures, and celebrate your summer class! 9 Grading Scheme, Assignment Submissions, and Lateness Penalties The grading scheme for EUC courses conforms to the 9-point system used in other undergraduate programs at York. Assignments and tests will bear either a letter grade designation (e.g., A, B, C+, etc.) or an equivalent percentage grade. The final grade for the course will be calculated using the weighting formula established above for this course. Instructions for Submission and Return of Final Assignments For the FW 2020-2021, all assignments will be submitted, graded, and returned electronically. For this course, this process will be facilitated via eClass. Please do not email individual TAs or instructors with assignments. Proper academic performance depends on students doing their work not only well, but on time. Accordingly, the assignments for ENVS courses must be received by the Instructor on the due date specified for the assignment. Lateness Penalty Assignments received later than the due date will be penalized 5% of the value of the assignment per day that the assignments are late. For example, if an assignment worth 20% of the total course grade is a day late, 1 point out of 20 (or 5% per day) will be deducted. Exceptions to the lateness penalty for valid reasons such as illness, compassionate grounds, etc. will be entertained by the Course Director. ADDITIONAL INFORMATION Group Work This course may require group work. Group work, when done well, can teach collaborative skills that are essential in many work contexts. It can enrich everyone’s learning by making all students resources for each other and can create a synergy based on the diversity of histories and perspectives of the group members. To ensure that group work is a positive experience, each group should first discuss and agree to ground-rules for effective group work such as: 1) active listening and facilitating equal participation of all; 2) respecting different opinions and different ways of knowing or communicating; 3) considering issues of power, difference and discrimination; 4) identifying a clear path of communication with Course Director should there be issues/concerns; and 5) making clear a path of action for issues regarding equity-related or harassment concerns. Useful articles on working through equity issues in groups: Burke, Bev et al. “Thinking Equity.” Education for Changing Unions. Toronto: Between the Lines, 2002, 74-77. Narayan, Uma. “Working Together Across Differences: Some Considerations on Emotions and 10 Political Practice.” Hypatia, Vol. 3, No. 2 (Summer, 1998), pp. 31-47. Inclusivity in the BES Program Our programs strive to include a broad range of perspectives and substantive material in course offerings. Central to a clear understanding of urban and environmental problems is the link between exploitation of the natural world, and justice issues related to racism, gender inequity, and poverty. An inclusion of non-western perspectives is therefore essential to a fruitful discussion of North-South issues, and environmental debates generally. Religious Observance Days York University is committed to respecting the religious beliefs and practices of all members of the community and making accommodations for observances of special significance to adherents. Should any of the dates specified in this syllabus for in-class test or examination pose such a conflict for you, contact the Course Director within the first three weeks of class. Similarly, should an assignment to be completed in a lab, practicum placement, workshop, etc., scheduled later in the term pose such a conflict, contact the Course director immediately. Please note that to arrange an alternative date or time for an examination scheduled in the formal examination periods (December and April/May), students must complete and Examination Accommodation Form: https://secure.students.yorku.ca/pdf/alternate-exam-test-reschedulingrequest.pdf Academic Honesty As a student at York University, you have a responsibility to not only understand, but also play an important part in upholding the integrity of the academic experience. The Faculty of Environmental and Urban Change supports the International Center for Academic Integrity’s definition of academic integrity. That is, you will be committed to acting in all academic matters, even in the face of adversity, with honesty, trust, fairness, courage, respect and responsibility. How can you demonstrate academic integrity in the completion of your course? • Respect the ideas of others: Your course work should represent your own knowledge and ideas. You should not falsely claim credit for ideas that are not your own, by presenting another’s work as yours. If you are quoting, paraphrasing, or summarizing another person’s work in order to support your own ideas, identify the work and the author through proper citation practices. For more information about how to cite properly, use the Student Papers and Academic Research Kit (SPARK). You can improve your writing, research, and personal learning abilities through the Learning Commons. • Respect your peers: Know when you are allowed to collaborate. Ask your instructor about what group work entails when it comes to the sharing of work. In test situations and assignments, don’t steal or give answers to your peers. Cheating and aiding in a breach of academic honesty are both against York University’s academic honesty policy. • Respect your course instructor(s): Understand what the instructors are asking of you in 11 • • • • class, in assignments, and in exams. If you are unsure, ask your professor or teaching assistant. They are committed to making you feel supported and want to assess you fairly and with integrity. Please do not submit the same piece of work for more than one course without your instructor’s permission. Respect yourself: When you act with integrity, you know that your work is yours and yours alone. You do allow others to impersonate you, or you do not yourself impersonate another person during a test or exam. You do not buy or otherwise obtain term papers or assignments. You do the work. As a result, you know that you earned the grades that you receive, so you can be proud of your York degree. By acting with integrity in your course work, you are also practising a valuable professional skill that is important in all workplaces. Take responsibility: If you have acted in an academically dishonest way, you can demonstrate courage and take responsibility for your mistake. You can admit your mistake to your course instructor as soon as possible. Students who engage in academic dishonesty can be subject to disciplinary action under the Senate Policy on Academic Honesty. Your lack of familiarity with the Senate Policy and Guidelines on Academic Honesty does not constitute a defense against their application. Some academic offences can also constitute offences under the Criminal Code of Canada, which means that you may also be subject to criminal charges. Intellectual property notice All materials prepared for ENVS3800A at York University are the intellectual property of the Silvia Vasquez-Olguin unless otherwise stated. Course materials should only be used by students enrolled in this course. This can include but is not limited to the following material: lecture notes, handouts and recordings; assignment handouts and instructions; spoken and written presentations; audio and video recordings; PowerPoint slides; and questions and/or solution sets for assignments, quizzes, tests and final exams. As a student in this course, you may not publish, post on an Internet site, sell, or otherwise distribute any of this work without the instructor’s express permission. Unauthorized or commercial use of these materials is strictly prohibited. Third party copyrighted materials (such as book chapters, journal articles, music, videos, etc.) have either been licensed for use in this course or fall under an exception or limitation in Canadian copyright law. Copying this material for distribution (e.g. uploading material to a commercial third-party website, or online sharing of course material with people outside of the course) may lead to a charge of misconduct under York’s Code of Student Rights and Responsibilities and the Senate Policy on Academic Honesty. In addition, you may face legal consequences for any violation of copyright law. Ethical Review of Research Involving Human Participants in Undergraduate Courses York students are subject to the York University Policy for the ethics review process for research involving Human Participants. All research activity with human participants must undergo ethical review. 12 Student Conduct Students, course instructors and staff have a joint responsibility to create and maintain a welcoming and inclusive learning environment. All students are expected to conduct themselves in accordance with the Code of Student Rights and Responsibilities. Whether online or inperson, students and course instructors are expected to cultivate and sustain a professional relationship characterized by mutual respect and courtesy. In all classrooms, any disruptive and/or harassing behaviour will not be tolerated. To ensure that you adhere to the rules of the virtual classroom, please review what counts as proper ‘netiquette’ (the basic rules for communicating with others in online spaces) by consulting the student guide to e-learning. Please respect the privacy of your peers and instructors. Never share private information about your peers and instructors without their permission. Remember, no aspect of your courses should be recorded or distributed without everyone’s consent. Student Accessibility Services While all students are expected to satisfy the requirements of their program of study and to aspire to achieve excellence, the university recognizes that persons with disabilities may require reasonable accommodation to enable them to perform at their best. For more information about this policy, please refer to these guidelines and procedures: Academic Accommodation for Students with Disabilities. https://secretariat-policies.info.yorku.ca/policies/academic-accommodation-for-students-withdisabilities-guidelines-procedures-and-definitions/ The university encourages students with disabilities to register with Student Accessibility Services (SAS) to discuss their accommodation needs as early as possible in the term. An Accessibility Counsellor will help you establish recommended academic accommodations, which will then need to be communicated to your course instructor(s) as necessary. Please let the course instructor(s) know as early as possible in the term if you anticipate requiring academic accommodation, so that your accommodation needs can be discussed and considered within the context of this course. Supports Student Counselling & Development (SCD) aims to help York students realize, develop and fulfill their personal potential in order to maximally benefit from their university experience and manage the challenges of university life. You can get support for a wide range of concerns including, but not limited to: depression, anxiety, abuse, stress, selfesteem, relationship issues, eating and body image as well as issues related to sexuality. For more information, please contact: https://counselling.students.yorku.ca/ You can also reach out to your TAs, course instructor, the Undergraduate Program Director, Student Support Coordinator, Peer Mentors or the Writing Centre if you have questions, comments, concerns or need academic help. 13 Individual Assignment #2 Implementation Report 1000 words, individual, 25% Due: July 18th, 8pm Grading detail – Rubric Below Target (B- and below) Areas that Need Improvement Target (B+ to A) Standards for this Task Above Target (A+) Evidence of Exceeding Standards • The implementation report must have your reflections on the topics of food justice, food security, and food sovereignty, and how your experience attunes with them (or not), how sustainable and accessible your gardening space is and it could be in the future, how much your culture influenced your gardening space and varieties planted on it, and lastly what changes in your eating habits were impacted by the experience of growing your own food (at the level you got it, and under our specific circumstances.) • Provide a detailed description of the implementation process of your gardening experience. Discuss in detail the challenges, deviations, and solutions to which you arrived. • Include a detailed and precise description of the resources and plant varieties you used and how you decided on using them (from your Proposal.) Document you thought process and the logic behind all the decisions you made along the way to help us understand your gardening process. The report must list all references citied in an appropriate scholarly format, and be typed or word-processed, single-space. The use of pictures, diagrams, charts, and sketches is encouraged. The second assignment is close to the end of the term. We want to see your reflection on the process implemented. Maybe not all the crops are ready to harvest yet, but the season is well advanced to have an idea of the successes and failures. All gardening experiences are good experiences, even when nothing seemed to go well. Don’t be discouraged for the failures. Nature is resilient and we can start again, from the learning and the dreams we put together.