(PDF) "Starting a Student Farm"

FIELDS OF LEARNING The Student Farm Movement in North America Edited by LAURA SAYRE AND SEAN CLARK Foreword by FREDERICK L. KIRSCHENMANN THE UNIVERSITY PRESS OF KENTUCKY Copyright © 2011 by The University Press of Kentucky Scholarly publisher for the Commonwealth, serving Bellarmine University, Berea College, Centre College of Kentucky, Eastern Kentucky University, The Filson Historical Society, Georgetown College, Kentucky Historical Society, Kentucky State University, Morehead State University, Murray State University, Northern Kentucky University, Transylvania University, University of Kentucky, University of Louisville, and Western Kentucky University. All rights reserved. Editorial and Sales Offices: The University Press of Kentucky 663 South Limestone Street, Lexington, Kentucky 40508-4008 www.kentuckypress.com 15 14 13 12 11 5 4 3 2 1 Library of Congress Cataloging-in-Publication Data Fields of learning : the student farm movement in North America / edited by Laura Sayre and Sean Clark ; foreword by Frederick L. Kirschenmann p. cm. — (Culture of the land) Includes bibliographical references and index. ISBN 978-0-8131-3374-4 (hardcover : alk. paper) ISBN 978-0-8131-3395-9 (ebook) 1. School farms—United States. 2. Agricultural students—United States. 3. Agricultural education—United States. 4. Agricultural colleges—United States. 5. Agriculture—Fieldwork—United States. 6. School farms—Canada. 7. Agricultural students—Canada. 8. Agricultural education—Canada. 9. Agricultural colleges—Canada. 10. Agriculture—Fieldwork—Canada. I. Sayre, Laura Browne, 1970- II. Clark, Sean. S533.F49 2011 630.71—dc22 2011008596 This book is printed on acid-free paper meeting the requirements of the American National Standard for Permanence in Paper for Printed Library Materials. Manufactured in the United States of America. Member of the Association of American University Presses Contents List of Illustrations xi Foreword xiii Frederick L. Kirschenmann Preface xix Acknowledgments xxi Introduction: The Student Farm Movement in Context 1 Laura Sayre ◆ Part 1 ◆ Roots 1. Berea College (1871): The Work College Legacy 31 Sean Clark 2. Wilmington College (1946): Balancing Education and Profitability 51 Monte R. Anderson and Roy Joe Stuckey 3. Sterling College (1962): Working Hands, Working Minds 69 Julia Shipley ◆ Part 2 ◆ Back to the Land 4. Evergreen State College (1972): Interdisciplinary Studies in Sustainable Agriculture 89 Stephen Bramwell, Martha Rosemeyer, and Melissa Barker 5. University of Oregon (1976): Designing for Change 109 Ann Bettman 6. University of California, Davis (1977): Moving from the Margins toward the Center 129 Mark Van Horn 7. Hampshire College (1978): The Agricultural Liberal Arts 149 Lorna Coppinger and Ray Coppinger ◆ Part 3 ◆ Coming of Age 8. University of Maine (1994): Majoring in Sustainable Ag 173 Marianne Sarrantonio 9. Central Carolina Community College (1995): Growing New Farmers 192 Robin Kohanowich 10. Prescott College (1996): Agroecology as the Cultivation of Soil and Mind 209 Tim Crews 11. University of Montana (1997): Agriculturally Supported Community 227 Josh Slotnick ◆ Part 4 ◆ New Directions 12. University of British Columbia (2000): The Improbable Farm in the World City 249 Mark Bomford 13. New Mexico State University (2002): Planting an OASIS 269 Constance L. Falk and Pauline Pao 14. Michigan State University (2003): Four-Season Student Farming 289 John Biernbaum 15. Yale University (2003): A Well-Rounded Education 306 Melina Shannon-DiPietro Conclusion: Starting a Student Farm 323 Laura Sayre and Sean Clark Appendix: An Inventory of Student Farm Projects in the United States and Canada 333 Further Reading 341 List of Contributors 345 Index 351 Conclusion Starting a Student Farm LAURA SAYRE AND SEAN CLARK So you want to start a student farm? Maybe you’re a student or a recent graduate, maybe you’re a tenured faculty member, maybe you have a staff position linked to a newly established campus sustainability initiative. Individuals in all of these situations have started student farms, including several of those described in these pages. One of the themes of this book is that student farms seem frequently to have gotten started thanks in large part to the persistent efforts of a single, dynamic individual with a vision of how a student farm could fit into his or her campus community. It often takes several years to get the farm established—so, if you’re starting this project as a student, be aware that you may be working to create opportu- nities for your successors, rather than for yourself and your peers. Often, too, there is an element of serendipity, with multiple factors—a previously overlooked piece of land, a new faculty hire, a successful grant applica- tion—suddenly falling into place at once. As the previous chapters suggest, there’s no single set of rules for start- ing a successful student farm. Certainly, there are conditions and resources that, if present, will improve your chances for success: a good piece of land, well placed; faculty and staff with the right expertise; ample funding; sup- portive administrators; a strongly committed group of students; interest among the wider local community. But no one starts out with all these things; and, in some cases, even in many cases, not having some of them— or at least not having them right away—has turned out to be a blessing in disguise. Several of the student farms profiled in this book, for instance, started out in one location only to lose their land a few years later. As diffi- cult as the move may have been, with more experience they were in a better position to choose and develop an improved site the second time around. 324 ◆ Laura Sayre and Sean Clark Grant funding, too, can be perilous, sometimes bringing with it the temp- tation (even the obligation) to make big expenditures before the specific nature of what’s needed becomes clear. Depending on grants to operate your farm is not only risky but also stressful, as someone must continually search for the necessary support for the farm’s survival. There is a certain paradox here: while most of the chapters in this book point to the importance of experience—of expert, preexisting farm- ing skills and knowledge as essential to the creation and maintenance of a successful student farm—many of the participants in the student farm projects described here learned that lesson the hard way. In hindsight, they would have done this or that differently, managed expectations bet- ter or foreseen and headed off potential conflicts. All the student farms whose histories are told here, from the oldest to the newest, have evolved and changed continually over the years: adding acreage or enterprises or getting rid of them; experimenting with different marketing strategies; changing management structures; reconfiguring the relationship between the farm and the academic curriculum; forging new partnerships or spin- ning off projects to other entities. A student farm, like any farm, is a living thing; it will not stay still. So, while we would like to be able to offer you a blueprint for stu- dent farm establishment—and while there are many useful lessons offered in the chapters of this book, lessons born of experience and stamina and sweat and, no doubt, even some tears—the truth is that there is no blue- print, no absolute set of requirements. Even the most experienced farmer, starting out on a new piece of land with a new group of workers or a new suite of crops, will have some things to learn. Transitioning a property to organic management, too, usually involves a few years of adjustment as soil quality improves and ecological interactions shift. But the marvelous fact about living things is that, generally, if you give them half a chance, they grow. And soon you figure out how to make them grow better. If there is one essential ingredient, it may be unconquerable enthusiasm— and enthusiasm, as Marianne Sarrantonio observes in chapter 8, “particu- larly in the planning stage, seems to be positively correlated with lack of experience.” Taken together, the chapters of this book show that there are many different ways to organize a successful student farm. One unifying princi- ple, as Josh Slotnick emphasizes in chapter 11, is that a student farm needs to be developed within the context of its specific location, both geographic and institutional. It should serve the needs and interests of the students at Conclusion ◆ 325 that school and, whenever possible, those of the local community as well. Obviously, it should feature crops and livestock and other enterprises typi- cal of its region, but it should also, as Stephen Bramwell, Martha Rose- meyer, and Melissa Barker argue in chapter 4, be trying out new ideas and new farming systems that may prove typical in the future. Some student farms are focused specifically on the training of new farmers; some teach organic gardening skills; some serve as sites for undergraduate and grad- uate student research; some provide an experiential underpinning for an academic program in sustainable food and farming systems. Some do all these things at once. Many produce large quantities of good food for their local communities. Many have served as loci for innovations that have spread across the entire campus or even beyond. All, it seems safe to say, teach both a wide range of practical skills—how to sharpen a chainsaw, how to read a soil test, how to recognize a sick lamb, how to save seed for next year’s planting, how to butcher a chicken, how to apply for organic certification, how to cook fresh vegetables, how to work in the cold and rain or in the blazing sun—and a host of equally useful but less tangible skills, such as leadership, teamwork, tolerance, resilience, flexibility, orga- nization, responsibility, ethics, and communication. Diversity, in short, is key. In lieu of a set of rules, then, we’ve assem- bled the following list of ten key steps to student farm formation. These steps are based on the combined wisdom emerging from the essays in this book as well as on our own experiences both farming and teaching, on vis- its to dozens of student farms, and on discussions with other individuals involved in student farming. These steps don’t exist in a fixed order: you’ll probably find yourself looping back repeatedly to certain steps, perhaps skipping over others. A few years from now, you may have others to add to the list. As Marada Cook observes in her contribution to chapter 7, “Good ideas come from good soil.” 1. Form your core group. You may have already done this, but the first step is to identify a core group of three or four or six people who are not just interested but willing to work to make this thing happen. Many community-supported agriculture (CSA) programs work on the core- group principle. You need to be able to brainstorm ideas, tag team on specific tasks while you’re all juggling various other commitments, and mobilize a range of skills and contacts that will be essential in the steps ahead. One of the hazards of student farms is that they can become mag- nets for idealism, expected to serve too many worthy objectives at once, so try to be as specific as possible in articulating your shared vision: What are 326 ◆ Laura Sayre and Sean Clark your goals, and what priority order will you give them? What needs are you trying to meet? Whose needs are they?1 2. Identify your allies. Once you have your core group, start thinking about whom you need to convince and who can help you. Faculty members, deans, provosts, the president? Alumni? Student organizations? Someone in the facilities department or in buildings and grounds? Some of your most useful allies may not necessarily be the first people who spring to mind or the ones who officially have the most power. Still, get acquainted with the organizational chart for your school so that you can understand who reports to whom. Most important, consider all disciplines: there may be someone in the business school or the engineering department or the American studies program who has a keen interest or deep background in farming and can offer you expertise and support. 3. Hunt for land. Sure, it’s early in the process, but this is one of the best parts, and you’ll probably find yourself doing it anyway. Walk or cycle around campus and consider possible open patches of land, small or large. Study local maps. Find out the names of the best agricultural soils in your area, what they look like, and where they can be found. If you think you may have found a possible site, remain skeptical. Think about how easy it is to get to without a car, whether there’s water for irrigation available, whether there’s storage and electricity nearby. Think about drainage and slope and aspect and shade, not just now, but throughout the year. Think, too, about history: What did your campus look like fifty years ago? A cen- tury ago? Where were the farms in this area? What were they known for? Are there any signs of them remaining—barns, sheds, farmhouses, fruit trees? History can be useful for uncovering possible problems (contami- nation, compaction, flooding) as well as for understanding the potential of a given soil or field. Some student farms, on the other hand, are origi- nally suggested by the existence of an old farm property within the current campus boundaries, in which case a new farm enterprise can also serve a historic preservation function. Many land-grant institutions are rich in underutilized agricultural experiment station land and/or greenhouses on or near campus. You may be able to barter space in exchange for providing educational and outreach opportunities later on. 4. Do your homework. This step applies to the entire process, of course, but it’s also a step in its own right. Many student farms have gotten their start as a class project of some kind and/or have evolved as a series of class or individual student projects. You might start with a simple mission statement or a full-blown feasibility study, including, for instance, a site Conclusion ◆ 327 plan, a business plan, a marketing plan, and field plans. Later projects may include designs for individual buildings or other facilities such as root cel- lars, hoophouses, greenhouses, biodiesel facilities, wind towers, compost- ing toilets, or photovoltaic arrays. There are lots of great resources available on all these topics—the Web sites for the Sustainable Agriculture Research and Education program within the US Department of Agriculture (www. sare.org) and ATTRA, the National Sustainable Agriculture Information Service (http://attra.ncat.org), are a good place to start. At a large uni- versity, doing your homework can also mean simply getting acquainted with what’s going on in different parts of the institution. What challenges does your school face? What’s the budget situation? Is there a long-range campus-planning document? What new initiatives are in the works? How many different ways can you add academic rigor to your work? 5. Seek funding. Alas, these are tough economic times, and grant fund- ing can be hard to come by. Alas, too, a proposal for a student farm may no longer be novel enough to immediately wow potential funders. On the other hand, at least they’ll have a sense of what you’re talking about. The good news is that the projects described in this book have gotten under way and even continued and expanded with widely varying amounts of financial support. Some kind of financial commitment from the institution will be critical for the stability of the farm, but it’s important to recognize that this can take many forms—land, buildings, vehicles, utilities, person- nel, work-study allocations, compost—and to acknowledge the value of what you do receive. Be realistic about how much you can bring in from the sale of farm products alone, especially in your first few seasons. Even well-established, thriving student farms typically cover only operating expenses (seeds, supplies, other inputs) from their sales revenue, not sala- ries. Finally, the flip side of seeking funding is just as important: be frugal with the funds that you have. Solicit donations, whether in cash or in kind. Welcome volunteers. Bargain hunt. Shop for tools at yard sales. Recycle. Reuse. Scavenge. 6. Start small. If key resources—especially farming expertise—are in short supply, don’t hesitate to start your farm as a garden, even a small gar- den. A small garden well stewarded is going to be worth more to your cause than several acres planted and overgrown (see step 7). In the same vein, keep your cropping plan simple, limiting crops and varieties to a manage- able number. If things go well, you can expand and diversify next year and again the year after that. Once you have something up and running, you may be in a better position to hire the farm manager who can help take 328 ◆ Laura Sayre and Sean Clark things to the next level (or someone in your group may have become qual- ified to be that farm manager). This bit of advice applies to infrastructure projects as well. As Tim Crews puts it in chapter 10, “At the end of the term, a simple, manageable initiative brought to completion is infinitely more appealing than a few odd parts of a grandiose vision.” 7. Keep it weeded. The importance of this step cannot be overempha- sized. Yes, we know about biodiversity and refuge areas and all that, but, if you’re trying to win over an entire campus community, it will help to keep things tidy. Aesthetics matter, especially if you’re in a highly visible location. And, if you want good yields—which you should—weeds will likely be your most important obstacle. Sure, there are insects and diseases to manage, but, if you’re using organic methods, aggressive weeds will be your greatest pest challenge. Use mulches to suppress weeds, and walk your gardens or fields often to see what’s going on. Use stakes and string and tape measures if you want your beds and rows straight and even. Clean your tools when you are done with them and put them away where they belong. Mow. Turn the compost, and cover it to keep odors from offend- ing passersby. Don’t let piles of used plastic mulch or other debris stack up in the corner of some field. Plant flowers, both annuals and perennials. Wash out the harvest buckets at the end of the day, and set them to dry. A well-kept farm is not only more appealing to outsiders; it’s also usually a safer and more pleasant place to work. Above all, it demonstrates a sense of commitment. 8. Read. You are in school, after all. A key rationale for student farm- ing is that book learning and hands-on learning are complementary. If you don’t have assigned reading as part of a course or courses associated with the student farm, come up with your own reading list or form a reading group with some friends or colleagues. Remember that not all knowledge is to be found on the Internet or even in books published within the past ten years: troll the stacks of your school’s library, poke around in second- hand bookshops, ask older farmers what sources they have found most valuable over the years. One of the things that’s unique about organic and sustainable farming is that it reconsiders traditional farming practices and finds new ways to mix old wisdom with new technologies. An outstanding portal for relevant resources both old and new is the Alternative Farming Systems Information Center housed at the National Agricultural Library (http://afsic.nal.usda.gov). 9. Write. This applies not just to the early, planning stages of the stu- dent farm (see step 4) but to its later, everyday functioning as well. Com- Conclusion ◆ 329 mitting what you’ve done and what you plan to do to paper on a regular basis will help you develop your ideas, facilitate communication among current student farmworkers, and provide an indispensable record of what worked, what didn’t, and how much it all cost for student farmers in years to come. Good recordkeeping is essential for organic certification and makes it possible to analyze and assess the value—both budgetary and otherwise—of different farm enterprises or experiments from season to season. Note that writing can take many forms, from blogs, e-newsletters, and twitter updates to personal journals, financial accounts, yield records, and academic papers. Many student farms find it useful to keep a white- board list of field work chores or items to harvest so that anyone arriving at the farm with an odd hour to work will know where to start. Others main- tain an online or hard-copy farm handbook to keep track of favorite vari- eties, planting schedules, and other accumulated bits of local knowledge. 10. Think very carefully before adding livestock. Animals are great, but they require an entirely different order of care than plants: daily attention regardless of whatever else is going on in your life, and, if they pine and die, everyone is going to feel horrible. They require water and food and shel- ter (including fencing); water that is heavy, food that can quickly become expensive, and shelter and fencing that require maintenance. Above all, animals are time-consuming, easily eating up two to three hours of some- one’s day, every day, especially if they assume the role of pets or mascots. Ideally, moreover, any livestock or poultry on the property will be not just existing side-by-side with the plant part of your agricultural enterprise, but integrated with it in some fashion and have some purpose: grazing the fields as part of your rotation, supplying fertility in the form of manure (which, however, may need to be hauled and composted before it can be applied to your fields), controlling invasive weeds, or providing traction. The cute factor supplied by livestock needs to be balanced against all these more tangible realities. 11. Cultivate partners and supporters beyond campus. Several of the chapters in this book illustrate the value of developing partnerships with the wider local community. Student farms can be terrific venues for improving town-gown relations. Remember that you have as much to gain as to offer in these relationships. Also keep in mind that farmers in your area may see you as competition for their business, particularly if you sell your produce at the local farmers market or start a CSA. Offering garden- ing or farming workshops and field days as well as sponsoring community educational events will increase awareness of your activities and promote 330 ◆ Laura Sayre and Sean Clark an appreciation for your efforts. Get to know your local organic and sus- tainable farming community if you don’t already: its members will consti- tute one of your most valuable resources. This point connects to steps 2 and 4 above as well: get input from multiple stakeholders, and think about how you can work together. The more people you have on your team, the more you’ll be able to do in the long run. 12. Don’t forget to socialize. Last but not least, enjoy the rewards of what you are doing, and share them. This takes many forms. There’s a story about how, in the early days of the UC Santa Cruz Farm and Gar- den, Alan Chadwick and his apprentices used to make bouquets of flow- ers and put them out in buckets in a central spot on campus for passersby to take away. You may be focused more on immediate profitability, but generosity can be an excellent long-term investment. Another essential point, as Ann Bettman notes in chapter 5, is that, when designing your farm and garden, you should include areas to hang out when the work is done for the day. Ideally, your farm will have a kitchen, even if it’s an out- door kitchen, so you can cook and share what you have grown. You’ll have an easier time attracting and keeping workers if the farm is a place where people enjoy spending time. Hosting events where you invite others to the farm—potluck suppers, harvest festivals, open houses, summer barbecues, commencement celebrations—is also key to the life and continued survival of the farm. Some students complain that student farms can become cliqu- ish, can come to be perceived as places where only a certain group of stu- dents feels welcome: your goal, as Melina Shannon-DiPietro emphasizes in chapter 15, should be to get as many different members of the campus community to visit the farm in the course of a year as you can. That way, the farm will become part of the identity of the school and all who are associated with it. This book has demonstrated that, far from being merely a recent fad on college and university campuses, student farms have deep roots in North American higher education, stretching back not just to the countercultural trends of the 1960s and 1970s but to nineteenth-century ideals of pragma- tism, progressivism, and democracy. While every campus farm is unique, the histories recounted in these pages are representative of dozens of other student farms, past and present, that have challenged and nourished the lives of thousands of individuals over the generations. Long-standing stu- dent farms must weather major transformations within the agricultural economy while remaining relevant to their individual institutions and the Conclusion ◆ 331 regions they are a part of. But your work here today can also help shape that agricultural future. The process begins with that first spadeful of com- post, that first seed placed in the ground. You want to start a student farm? The lessons of this book can be summed up in three words. Go for it. NOTE 1. The phrase magnets for idealism was suggested to us by Suzanne Morse of the College of the Atlantic. Appendix An Inventory of Student Farm Projects in the United States and Canada The following list of student farms is based on a directory assembled by Laura Sayre in association with “Farming for Credit,” an article about the student farm movement originally published on NewFarm.org in 2004 and updated at several points over the following two years. Information in the directory was then veri- fied and expanded in the fall of 2009 with the help of a group of Sean Clark’s stu- dents at Berea College: Iris Bahr-Winslow, Lilly Belanger, Jeff Bowling, Frances Buerkens, Adrienne Hamilton, Libby Kahler, Jean Majewski, and James White. Entries are organized by region (Midwest, Northeast, Southeast, West, Canada) and then by state or province. For each entry, the listing includes the name of the school, the name of the farm, the year the farm was established, its size in acres, the kinds of crops grown, the types of livestock raised (if any), whether there is certified organic acreage, and, finally, the marketing strategies employed. While every effort was made to ensure the accuracy of this list, the student farm move- ment is continually evolving—with new projects appearing, new acreage coming under cultivation, marketing strategies continually being refined, etc.—making any inventory of this nature necessarily provisional. We beg tolerance for any errors that may remain. Certified State/ University/ Farm Year Size organic province college name established (acres) Crops* Livestock* acreage? Marketing* Midwest Illinois State University Illinois 610 H, F Ca, S University Farm Earlham Indiana Miller Farm 1970s 2 CSA College Merry Lea Goshen Indiana Environmental H Pi College Center 334 ◆ Appendix Certified State/ University/ Farm Year Size organic province college name established (acres) Crops* Livestock* acreage? Marketing* ISU Student Iowa State CSA, FM, Iowa Organic 1996 2 H Yes University DH Farm MSU Michigan Student CSA, DH, Michigan State 2003 10 H Yes Organic FS University Farm Carleton Carleton Farm Club Minnesota Late 1980s 1 H Yes DH, LM College Organic Gardens St. Olaf STOGROW Minnesota 2005 1.5 H Yes DH College Farm Cornercopia, University of Minnesota the Student 2004 1 H Yes FM, R, LM Minnesota Organic Farm College of College of Ca (beef, Missouri the Ozarks 1906 H, F the Ozarks dairy), Pi Farm Oberlin George CSA, LM, Ohio 1995 College Jones Farm FM Wilmington Academic Ca, Pi, SG, Ohio 1946 300 F, H FB College Farms Po Sustainable Lawrence Lawrence Wisconsin University 2005 0.25 H Yes DH, FM University Garden (SLUG) Mino Aki Northland Wisconsin Community mid-1990s College Garden F.H. King Students of University of Sustainable Wisconsin Wisconsin, 1979 0.5 H Yes FB, FM Agriculture Madison Demonstration Garden University of Student/ Wisconsin Wisconsin, Community 2006 1 H Yes FB Oshkosh Garden University of Pioneer Wisconsin Wisconsin, 1957 430 F Ca, Pi Farm Platteville Campus University of Farm and Wisconsin Wisconsin, 1912 290 H, F Ca, Pi, S Mann Valley River Falls Farm Student Farm Projects in the United States and Canada ◆ 335 Certified State/ University/ Farm Year Size organic province college name established (acres) Crops* Livestock* acreage? Marketing* Northeast Yale Yale Sustainable Connecticut 2003 1 H FM University Food Project Bowdoin Bowdoin Maine Organic 2004 1 H Yes CSA, DH College Garden College of Beech Hill Maine 1999 5 H Yes DH, FS the Atlantic Farm Unity Unity Maine College 1997 <1 H FS, FB College Garden Black Bear University Food Guild Maine of Maine, 1994 3 H Yes CSA at Rogers Orono Farm Master University of Peace Maryland 2007 0.5 H FM Maryland Community Farm Agricultural Ca (beef, Hampshire Massachusetts Studies 1978 90 H, F dairy), Pi, Yes CSA, FS College Farm Center SG MHC Mount Student Massachusetts Holyoke 2004 Garden College Project Stockbridge University of Massachusetts School of 1918 Massachusetts Agriculture Dartmouth New Dartmouth College 1996 2 H FS Hampshire College Organic Farm University Campus- New of New Community 2003 30 H Ca (dairy) Yes DH, FS Hampshire Hampshire Farm Cook Rutgers Student New Jersey 1993 5 H Yes CSA, FB University Organic Farm Dilmun Hill Cornell New York Student 1996 12 H, F Yes DH, FS, R University Farm Delaware Ca (beef, Pennsylvania Valley 1896 H dairy), Pi, College bees 336 ◆ Appendix Certified State/ University/ Farm Year Size organic province college name established (acres) Crops* Livestock* acreage? Marketing* Dickinson Dickinson DH, FM, Pennsylvania College 1999 30 H College FB, LM Farm Robert A. Macoskey Center for Slippery Sustainable Pennsylvania Rock 1992 1 H Yes FM Systems University Market Garden Project Wilson CSA, FM, Pennsylvania Fulton Farm 1994 7 H College DH Bennington Bennington College Vermont 1996 5 H Po Yes DH, LM College Community Farm Green Farm Ca, SG, Po, CSA, FM, Vermont Mountain and Food 1997 12 H Yes bees DH College Project Slow the Middlebury Plow Vermont 2001 3 H DH College Organic Garden Sterling Sterling Ca, SG, Pi, Vermont College 1962 156 H, F Yes DH College Po, horses Farm Common Ground University of Vermont Student- 1995 3 H Yes CSA, FB Vermont Run Ed. Farm Vermont Vermont Technical H Ca (dairy) FM College Southeast Southern Arkansas Arkansas SAU Farm 660 Ca, Po University Miami Dade Florida H College Berry Ca (beef Georgia 1902 740 College and dairy) Berea Berea Ca, SG, Kentucky College 1871 500 F, H Yes DH, LM, FM College Pi, bees Farm Sustainable University of Kentucky Agriculture 2003 11 H Yes CSA Kentucky Program Student Farm Projects in the United States and Canada ◆ 337 Certified State/ University/ Farm Year Size organic province college name established (acres) Crops* Livestock* acreage? Marketing* Goodnight Family Appalachian Teaching North State and 2001 H Pi Carolina University Research Farm in Valle Crucis Central North Carolina The Land 1995 5 H Po CSA, FM Carolina Community Lab College North Center for Carolina North Environmental State 1996 15 H CSA Carolina Farming University, Systems Goldsboro Warren Warren North Wilson Wilson 1894 275 H, F Ca, Pi LM Carolina College College Farm Student South Clemson Organic 2001 15 H Yes CSA Carolina University Farm Tennessee Tennessee Tech Tech Farm Ca, Pi, SG CSA University Agriculture Ferrum Virginia Club Beef 42 College Farm Virginia Randolph Virginia State 416 F, H Farm University WVU West West Virginia organic 1998 62 H Yes Virginia University research farm project West Prescott Jenner Arizona 1996 20 H, F Po Yes CSA, LM College Farm Butte Butte California College 85 Yes CSA College Farm California John T. Lyle State Center for California 1994 16 Yes CSA Polytechnic Regenerative University Studies California Swanton State California Pacific 1987 3,200 F, H Ca, SG Yes LM Polytechnic Ranch University 338 ◆ Appendix Certified State/ University/ Farm Year Size organic province college name established (acres) Crops* Livestock* acreage? Marketing* California Cal Poly State California Organic 1989 11 H SG Yes CSA Polytechnic Farm University Agricultural California Research State California and 800 H, F Ca, Pi, SG University, Teaching Chico Center College Sustainable California of the Agriculture 2001 38 F, H Yes CSA Redwoods Farm Deep Deep California Springs Springs 1997 152 F, H Ca Yes DH College Ranch Humboldt Arcata California State Educational 1993 2 CSA, FM University Farm Mt. San California Antonio H Yes College Rudolf Raphael California Steiner 1987 3 H Po, Ca, SG CSA Garden College Santa Rosa California Junior Shone Farm 1970 365 H Ca, SG Yes College Stanford Stanford University California 1997 1 University Community Farm Davis University of Student California California, 1977 21 H Po Yes CSA, R Experimental Davis Farm The Center for University of Agroecology California California, and 1967 27 H Yes CSA Santa Cruz Sustainable Food Systems The Rocky Colorado Mountain Colorado State Small 1998 8 H Yes University Organic Farm Project Naropa Hedgerow Colorado 20 University Farm Student Farm Projects in the United States and Canada ◆ 339 Certified State/ University/ Farm Year Size organic province college name established (acres) Crops* Livestock* acreage? Marketing* Soil University of Idaho Stewards 2003 0.25 H Yes CSA, FS Idaho Club Montana Towne’s Montana State Harvest 2006 3 H CSA, FB University Garden University of Montana PEAS Farm 1997 9.75 H Po CSA, FB Montana EnAcT University of Nevada Environmental 2008 1 H Yes Nevada Action) New Mexico New Mexico State OASIS 2002 1 H CSA University OSU Oregon Organic Oregon State 2001 1.5 H Po Yes LM Growers University Club University of The Urban Oregon 1976 1.5 H LM Oregon Farm Kingsville Teaching Texas A&M, Ca, Go, Pi, Texas and 2008 545 Kingsville Rabbit Research Farm Evergreen Evergreen CSA, LM, Washington Organic 1972 5 H Po Yes State FB, DH Farm The Fairhaven Washington Outback 1972 5 H Yes FB College Farm Organic Washington Teaching CSA, DH, Washington State Farm at 2004 3 H Yes LM University Tukey Orchard ACRES (Agricultural University of Community Wyoming 2007 1.5 H FM, LM Wyoming Resources for Everyday Sustainability) Canada University British CSA, FM, of British UBC Farm 2000 60 H Columbia LM, R Columbia Nova Scotia Nova Scotia Agricultural NSAC Farm Po, Ca, SG College 340 ◆ Appendix Certified State/ University/ Farm Year Size organic province college name established (acres) Crops* Livestock* acreage? Marketing* Guelph University Centre Ontario of Guelph, for Urban 2008 2.5 H Guelph Organic Farming Cégep de Jardins bio Quebec 2002 4.5 H Yes CSA, LM Victoriaville du Cégep * Crops: F = field crops; H = horticultural crops. Livestock: Po = poultry; Ca = cattle; SG = sheep/goats; Pi = pigs; Marketing: CSA = community-supported agriculture; DH = dining hall(s); FM = farmers market(s); FB = food bank/donations; FS = farm stand; LM = other local market(s); R = restaurant(s).