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Welcome to STEP Food Systems!
I’m excited to teach you!
STEP Food Systems is an interdisciplinary and hands-on course in which students learn about a relevant and complex environmental problems pertaining to food production, processing and transport and then develop and implement projects that address the problem on campus and in the local community. Outcomes: Students will develop understanding of environmental problems related to food systems, demonstrate skills/knowledge needed to address those problems, and develop skills to recognize/articulate future possibilities for environmental leadership and civic engagement.
Prerequisites: ENVS 101 or ENVS 137 or BIOL 101.
Class Notes: This class satisfies the Engaged Learning requirement in the Service Learning category.
Please peruse this website to get all the information you need for class. I will post class updates here, so please bookmark this site.
SEMESTER: Spring 2025
COURSE: ENVS 350f
DATE AND TIME: Wednesdays, 9:30am - 12:15pm
LOCATION: SES 218 [lakeshore campus]
Professor: Sarah Ku [she|her|hers]
Email: sku@luc.edu ***Please EMAIL DIRECTLY*** Do NOT use Sakai
If you email me and I don’t respond within 24 hours, please send me a follow-up email. I promise I’m not ignoring you; my inbox just gets crazy. It’s likely that I either didn’t see it, saw it but wasn’t able to respond at the time, or meant to respond and something distracted me. I greatly appreciate your patience and understanding, so please help me by emailing me again.
Office: SES building, BVM Hall, 4th floor, Room 417
Student hours: I will be in my office every Wednesday between 2:00-4:00pm for students to drop by, ask questions, hang out, drink kombucha, check out some bugs, etc. This time is specifically dedicated for y’all so leverage them! If you ever want to meet outside of these days/times, please email me to schedule an appointment to meet in-person or via Zoom.
A little bit about me
My teaching philosophy focuses on cooperative, collaborative relationship-building through mentorship, guidance, encouragement, inspiration, and support. I feel that providing a comfortable environment stimulates participation and engagement. Therefore, I design my courses by prioritizing the development of both hard and soft skills to help y’all be successful in life, not just in the classroom. I foster active discussions and critical thinking through sharing my own experiences and cultivating you all to share your experiences as well. I look forward to getting to know each of you!
Why take my class?
Below are some student testimonials that may give you a better idea about my teaching style to see if it matches your learning style.
Employment
Many students are in school in order to get a better job and make more money. The reason I ask you all your goals in class is so that I can design class to help you develop both hard and soft skills to help you reach your goals. Soft skills are important not only for career development but for life in general. I want to help you all succeed in life, no matter where your future takes you. Therefore, the assignments and activities we do in class are designed to help you learn the course content as well as develop soft skills that are important for professional and personal development. If you’d like to use me as a reference and/or for a letter of recommendation for a job, grad school, etc., please communicate with me to give me a heads up. I am happy to help support you all!
Source: Capgemini employees
LOYOLA Land Acknowledgement
I acknowledge that our university resides on the native homelands of the Indigenous people of the Odawa, Potawatomi, and Ojibwe nations, who joined together into the Council of Three Fires. Along with several other tribes, I know that their lives and livelihoods were destroyed in part by the historical events of displacement, conquest, and dehumanization leading up to the establishment of Chicago and Illinois.
I want to remember and honor what was lost, acknowledge how I directly benefit from other people’s pain and loss, and uplift the fortitude and resilience of Indigenous communities surviving and thriving today. I recognize their continued connection to this region and give thanks to them for allowing us to live, work, and learn on their traditional homelands. I offer my respect to their communities and to all Indigenous people, past, present and future.
Course Description
STEP Food Systems is an interdisciplinary and hands-on course in which students learn about a relevant and complex environmental problems pertaining to food production, processing and transport and then develop and implement projects that address the problem on campus and in the local community. Outcomes: Students will develop understanding of environmental problems related to food systems, demonstrate skills/knowledge needed to address those problems, and develop skills to recognize/articulate future possibilities for environmental leadership and civic engagement.
Prerequisites: ENVS 101 or ENVS 137 or BIOL 101.
Class Notes: This class satisfies the Engaged Learning requirement in the Service Learning category.
Course Objectives | Learning outcomes
By the end of this course, you should be able to:
Articulate a multi-disciplinary understanding of the food system
Make food-related choices that align with your values
Identify root causes of problems within the food system
Actualize practical solutions through collective action to increase food system sustainability
Demonstrate skills essential for working in the sustainability field: critical and creative thinking, communication, collaboration, problem solving, project management, and leadership
Course Methodology
The central theme of this course will be the study and evaluation various stages and concepts related to food systems. The primary teaching tools are lectures, discussions, assignments, videos, speakers, field trips, and projects. You are expected to read, watch, and listen to the designated material and all other assigned content before class.
Please note that I video record class lectures and post them on this website to improve accessibility. Offering these recordings is done with the understanding and trust that they will not be used in any way against me or students whose classroom comments are recorded.
Video recordings of class can be found on Sakai > ENVS 350F > Resources folder
Required Text | Materials
Access to the internet
Access to software
Tech support: ITSServiceDesk@luc.edu or 773-508-4487
I will provide links/files to articles, readings, videos, audios, etc. on this website
General Policies
This syllabus is subject to change based on the needs of this class.
If you cannot attend class or are late, please communicate with me. Send me a quick email letting me know. If you miss work or are late for a meeting, you may get fired for it. While you’re in school, take the opportunity to practice communication and accountability. I don’t need to know why or need proof of your absence / tardiness. You are allowed up to 2 absences before it starts affecting your grade. If I had to miss class, it would be disrespectful for me to not let you all know. All I ask is for you to give me the same courtesy and respect. College is about preparing you for life. Time management and prioritization are important skills to learn. Plus, you pay money to take this class— don’t waste it!
You are expected to attend class, come prepared, and participate to maximize your learning. I am here to help you learn and am likewise responsible for coming to class prepared to accomplish the objectives listed in this syllabus.
You are responsible for any material you miss.
Be punctual for class. When you are tardy, you miss important course announcements and disrupt the learning process for others. If you do arrive late or must leave early, please do so quietly and respectfully.
Complete all assignments on time. If you fail to meet deadlines, you will not receive full credit.
Be courteous and respectful to me and to your fellow students. Put away cell phones and other distractions and be present during class time. If you choose to use a laptop in class, please sit in the back row so that your screen activity does not distract other students. This class is designed to benefit you, so take advantage and engage!
While I encourage you to participate in class discussions and team activities, I understand that students absorb knowledge in various ways. I intentionally provide content through a variety of outlets (e.g., reading, videos, audios, activities) to be inclusive of different learning styles. I will regularly solicit your feedback to better provide knowledge and content in ways that work for you.
I will treat you all with respect, courtesy, and empathy. I ask that you treat me and each other the same way. Bullying and all forms of harassment will not be tolerated. Please reach out to me if you feel that you are a subject of any form of bullying or harassment, whether it occurs in our classroom or elsewhere.
You may eat in class as long as you are quiet, not disruptive, and you clean up after yourself. I may bring food for you all during the semester. Please let me know if you have any allergies or concerns and please don’t sue me for sharing food in good faith.
Ask questions and have fun!
Inclusivity
Addressing one another by using appropriate names and gender pronouns honors and affirms individuals of all gender identities and gender expressions. Misgendering and heteronormative language excludes the experiences of individuals whose identities may not fit the gender binary, and/or who may not identify with the sex they were assigned at birth.
If you wish, please share your pronouns with me and the class when you introduce yourself. If you do not wish to be called by the name that appears in the Loyola system, please let me know. My goal is to create inclusive and affirming environments for all students.
If you feel comfortable, please also share any other concerns with me that relate to how you learn and how you are feeling in class. I cannot guarantee that our classroom will feel like a safe space to you. But I promise to try my best to make everyone feel included, heard, and valued to facilitate a safe and comfortable environment.
Please also reach out to the Student Accessibility Center (SAC) and Wellness Center to leverage their resources. All clickable links on this webpage are both a maroon color and also underlined in case colors are difficult to differentiate.
I encourage you to step out and/or let me know (directly or anonymously) if I say or do something that you don’t like. I also know that it might be triggering or uncomfortable to bring things to my attention, so I don’t want to retraumatize and sacrifice your well being for my growth. I will try my best to read the room, seek continuous feedback, and continue learning how to create a comfortable, safe, and nurturing environment.
However, I ask you all to recognize and understand that my job as an educator is to encourage you to explore outside your comfort zones. When I ask questions and facilitate (sometimes tough) discussions, I do so to help you practice navigating topics and scenarios to help you develop professionally and personally. But I am human; I will make mistakes. What I hope to model is not someone who tries to mess up but rather someone who is willing to mess up for the sake of growth. I don’t know everything and I won’t execute class perfectly every time. Please give me the same amount of grace as you would like me to give each of you.
Evaluation Criteria
Grading
A+ = 98–100
A = 94–97.99
A- = 90–93.99
B+ = 87–89.99
B = 84–86.99
B- = 80–83.99
C+ = 77–79.99
C = 74–76.99
C- = 70–73.99
[Anything below C- is not passing]
D+ = 67–69.99
D = 64–66.99
D- = 60–63.99
F < 60
Late Work
As a policy, I deduct points for late assignments in order to be fair to the students who submit on time. The number of points deducted varies depending on the assignment, but it will be equivalent to a letter grade for every 24 hrs it is late.
If you are late and unreliable in a job, you will be fired. Consequences exist in school, too. Please take responsibility for your actions and do not ask for exceptions to this policy. Welcome to college and the real world!
That being said, I am not unreasonable. I recognize that we are living in uncertain times with multiple economic, environmental, social, and health concerns that are beyond our control. I will work with you on a case-by-case basis as needed. But you MUST communicate with me in as much advance notice as possible. I cannot accommodate you if you don’t communicate with me. I don’t need to know the details of what is going on in your life, but you have to give me a heads up. If you don’t ask for help, you likely won’t get it. But if you ask, you just might. These are important life lessons!
Attendance
If you cannot attend class or are late, please communicate with me. Send me a quick email letting me know. If you miss work or are late for a meeting, you may get fired for it. While you’re in school, take the opportunity to practice communication and accountability. I don’t need to know why or need proof of your absence / tardiness. If I had to miss class, it would be disrespectful for me to not let you all know. All I ask is for you to give me the same courtesy and respect. College is about preparing you for life. Time management and prioritization are important skills to learn. Plus, you pay money to take this class— don’t waste it! You are responsible for any material you miss.
We have 4 field trips scheduled throughout the semester (see the course concept map). We will be taking vans to visit organizations that operate along different stages of the food system. Many of these are far away from campus, so I may request you all to come early / arrive late if it doesn’t interfere with your other classes. But these will be fun trips, so I’d love to maximize our time at these places if possible! Please communicate with me if this is not possible and I will try to accommodate the class as much as possible.
You are allowed 1 absence before it starts affecting your grade. We only meet once a week, which means we only have 15 classes! I understand that you all have lives outside of this class— so do I! But we all began the semester knowing the day and time in which it is held every week. Please take responsibility and accountability for your choice to take this class.
If you have consistent challenges with attending class, you have a grace period to be able to drop classes without receiving a penalty on your transcript. You have an additional grace period to withdraw with a “W” for the course. Please refer to Loyola’s Academic Calendar to see the dates for these withdrawal deadlines. Mid-semester grades are submitted on March 10.
I video record class lectures and post them on this website to improve accessibility. Offering these recordings is done with the understanding and trust that they will not be used in any way against me or students whose classroom comments are recorded.
Video recordings of class can be found in Sakai > ENVS 350F > Resources folder
Discussions
Description
Weekly discussions are designed to stimulate your curiosity and critical thinking. I will assign a something (e.g., article, report, video, activity) and want you to discuss how it is connect to the things we discuss in class.
Post every Sunday (starting Week 2) by 11:59pm Central Time every Sunday in the corresponding Discussion post within the Discussion folder in Sakai. Instructions and rubrics are stated in each Discussion post. Reply to a classmate’s post every Monday by 11:59pm Central Time. This schedule allows me time to review the posts/replies before the next class.
We will discuss some of these in class. I will do my best to provide an interesting, engaging, safe classroom setting and encourage participation. However, I also understand that public speaking can create anxiety and stress for some students. Therefore, these discussion posts allow you to participate and interact with your peers behind the safety of a screen. I offer this format to be mindful of different learning styles and cultural norms and emphasize the importance of practicing social interactions (both on and off screens) to help you all be successful in your futures.
Format
These discussion posts can be written in a journal format, put into a PowerPoint format, sung, drawn, TikTok, animation, whatever you want to do. I encourage you to be creative! I will prompt you all with specific questions to ponder and answer in your post.
Purpose
The purpose of this assignment is to evaluate the learning outcomes. Show your classmates and me how you relate in-classroom topics. The main point of this assignment is to flex your critical thinking skills and share how you FEEL about a topic. These discussions are designed to provide you with an opportunity to think about things and formulate your own conclusions based on information you have / acquire. It’s ok if you don’t have a solid conclusion about something; share exactly what it is you’re struggling with and the challenges you’re experiencing.
Grading
The rubric for these posts will vary depending on the discussion assignment, but a rubric will be provided each week so you know exactly how you will be graded. If you notice, we will have 13 discussions, but only 12 will be graded. The lowest discussion post will be dropped, specifically to account for times when something comes up and you are unable to complete it. Similar with attendance, I don’t have to know the reason you don’t complete it, but communication is clutch!
Due dates
Every Sunday: Post every Sunday (starting Week 2) by 11:59pm Central Time every Sunday in the corresponding Discussion post within the Discussion folder in Sakai.
Every Monday: Write a reply on a classmate’s post by 11:59pm Central Time every Monday. Don’t only comment on your friends’ posts; use this opportunity to get to know others in the class!
This schedule allows me time to review the posts/replies before the next class.
Engaged Learning project
Description
You will be divided into teams to explore a real problem / opportunity that a local organization / community faces. I will either provide you with a scenario to examine or your team can formulate one. Think of this like a consulting job and the organization / community is your team’s client. Throughout the semester, you will hold meetings with stakeholders from the organization / community, gather information, brainstorm ideas on how to solve problems, develop a report to share with the organization, and create a presentation to share with the class at the end of the semester.
Format
You have free rein to compile this information however you’d like! This project does NOT need to be in a traditional paper format, although it can be if you prefer that. It can be in a paper, powerpoint, TikTok, infographic, podcast, Canva, Prezi, video, comic book, song, animation, whatever! There are no limitations to how you share this information, but each section MUST be thoroughly described to receive full credit. Don’t forget to cite your sources!
Purpose
This assignment is designed to evaluate the learning outcomes and facilitate teamwork, communication, critical thinking, and accountability. This assignment also addresses a real-world problem / opportunity to help you practice analyzing and applying your classroom knowledge in a real-world application to help the community.
Grading
This project will be graded according to the sections outlined in the rubrics below.
Due dates
We will have checkins throughout the semester to keep track of progress and avoid everything being due at the end.
02/05: Planning [20 pts]
02/26: Information Gathering [30 pts]
04/02: Analysis [50 pts]
04/23: Final Report [100 pts] + team member feedback [40 pts]
Each section is due in Sakai by 11:59pm Central Time. One student from each team will submit each section outlined below by submitting a file / link (e.g., Word document, Powerpoint, Canvas, Prezi, drawing, podcast) into the Team Project folder in the Assignments section in Sakai.
Rubric [240 pts total]
Planning [20 pts]
Describe the problem your team is addressing [2 pts]
Describe the dimensions of sustainability involved in this problem [3 pts]
Describe the stakeholders involved in this problem [5 pts]
Provide a timeline for how your team plans to complete this project [8 pts]
Be sure to account for all of the team’s schedules as well as your client’s schedule; it always helps to incorporate buffers to anticipate hiccups along the way!Describe any questions do you have for me, your classmates, and your clients to help you [2 pts]
Information Gathering [30 pts]
Describe the information your team has gathered so far [5 pts]
Describe the outstanding information your team still needs and how your team plans to collect it [10 pts]
Describe any barriers / challenges you are facing (e.g., scheduling meetings, finding information, communicating with client, team member conflicts) [10 pts]
Describe any questions do you have for me, your classmates, and your clients to help you [5 pts]
Analysis [50 pts]
Describe all possible solutions your team has identified [15 pts]
Describe any barriers / challenges to implementing these solutions (e.g., internal client limitations, external factors) [15 pts]
Describe how you evaluated each solution [10 pts]
Describe your team’s experiences communicating with the client [5 pts]
Describe any questions do you have for me, your classmates, and your clients to help you [5 pts]
Final Report [100 pts]
Summarize your experiences with this project [5 pts]
Provide evidence of the problem [10 pts]
Describe the root cause(s) of the problem along the dimensions of sustainability [10 pts]
Describe possible solutions with specific actions of specific actors to reach it [30 pts]
Describe how a solution was chosen [5 pts]
Describe the impacts of your solution along the dimensions of sustainability [15 pts]
Describe how your team would measure the effectiveness of the proposed solution [20 pts]
Describe how your team discussed these solutions with your client [5 pts]
Team member feedback [40 pts]
You will evaluate each of your team members through a GoogleForm.
Presentation
Description
Each team will present to the class on April 30 (during our exam period).
Purpose
This assignment is designed to evaluate the learning outcomes. While a short amount of time can be super stressful to communicate a lot of information, developing how to judiciously share valuable information quickly is a great skill to learn! Whether you find yourself interviewing for a job, running a business, partying with friends, asking for donor dollars, hanging at home with family, or campaigning for local office, concisely relaying important information takes a lot of practice. That’s why we’re doing it in class to help you prepare for whatever future you choose!
Grading
This will be graded as pass / fail. Either you show up to class with your team and talk about your experiences or you don’t.
Due dates
Each team will present in class on April 30 during the final exam period.
Providing feedback for each other’s team presentations will count as your attendance grade during the exam period.
REFLECTIONs
Description | Format
I will ask you at the beginning of the semester to reflect on your current knowledge about design and systems thinking. You will complete this reflection in class during the first week. At the end of the semester, I will give this back for you to reflect on your answers from the beginning of the semester. You will have a chance to update them if anything has changed and also share any additional reflections.
Purpose
The purpose of this assignment is for you to practice taking the time to reflect as well as articulating / communicating your thoughts / feelings through writing. Sounds straightforward, because it is! But in our busy lives it can be hard to take the time to think about things. So this assignment provides justification and prompts to practice intentional reflecting and written communication skills.
Grading
Beginning of semester [15 pts]: Full credit if you answer each question
End of semester [15 pts]: Full credit if you answer each question
Due dates
Beginning of semester: To be completed in class during the first week of the semester
End of semester: To be completed in class during the final exam period
If you miss the first / last week of the semester, it is your responsibility to communicate with me to complete this assignment.
Instructor evaluations
Your evaluations of courses play an indispensable role in shaping education at Loyola University Chicago. These evaluations are considered when higher-ups decide whether to retain / promote / fire us. Your opinion matters! Upon completing this course, please take the time to fill out the course evaluation through the SmartEvals system when they send emails to your LUC email address. I can’t improve my teaching without knowing what’s working and what’s not, so I offer 20 easy points of your final grade to incentivize you all to complete these assessments so that I can improve my teaching. When I was in college, we were required to submit these evaluations before we could see our final grades! So while you have an option to complete these or not, I strongly encourage you to complete this for me and your fellow classes as it helps us improve. Remember to focus on things that are specific and changeable! I greatly appreciate your time and constructive comments :)
Feedback
I will solicit feedback from you all mid-semester, but feel free to share your feedback with me at any point in the semester. Liked something we did in class or a topic we discussed? Let me know! Did you feel like I missed an opportunity to go over something? Tell me so I can be sure to include it the next week! Did I say something wrong or inappropriate or hurtful? I may not realize it unless you share how it made you feel. This is an anonymous submission form to offer protection if there is anything that you don’t feel comfortable sharing to my face. So please help me improve by sharing feedback with me. Please be sure to focus on things that are specific and changeable! I greatly appreciate your time and constructive comments :)
RateMyProfessor
While I can’t provide credit for this, please also rate me on RateMyProfessor. Your public assessment plays an indispensable role in my growth and accountability as an educator and helps students navigate instructors. Let other students know what you wish you had known about the class and about me! I greatly appreciate your time and constructive comments :)
academic integrity
All students must follow Loyola’s academic integrity standards. You are all responsible for reading and following these standards and regulations. Failing to meet these standards is a serious violation of personal honesty and the academic ideals that bind Loyola as a learning community. These standards apply to both individual and team assignments. Individuals working in a team may be held responsible if one of the team members has violated one or more of these standards. Ignorance of these standards is not acceptable justification for violating them.
All students shall refrain from academic dishonesty and misconduct in all forms, including plagiarism, cheating, misrepresentation, fabrication, and falsehood. Plagiarism or cheating on the part of the student in individual or group academic work or in examination behavior will result minimally in the instructor assigning the grade of “F” for the assignment or examination. In addition, all instances of academic dishonesty must be reported to the chairperson of the department involved.
Further information about expectations for academic integrity and sanctions for violations can be found in the Quinlan School of Business Honor Code and Statement of Academic Integrity.
student resources
During the year, if you find that health problems, life stressors or emotional difficulties are interfering with your academic or personal success, and you are therefore finding it difficult to cope or to complete your academic work, please consider contacting the Wellness Center. I am happy to help talk through some challenges, but I am not a trained counselor, therapist, psychologist, or psychiatrist. I want to make sure that you are able to get qualified, trained help to serve you in the best ways possible. Just as I want you all to practice self care and what is best for you, I must also practice this and be mindful and respectful of my own boundaries. Healthcare services, crisis intervention, time-limited individual counseling, and group therapies are free of charge, and strictly confidential, having nothing to do with your educational records. You may also call 773-508-2530 for counseling appointments or 773-508-8883 to speak with a nurse about medical concerns.
If your medical or mental health condition requires ongoing academic accommodations, please register with the Student Accessibility Center (SAC). Loyola University Chicago provides reasonable accommodations for students. Any student requesting accommodations related to a disability or other condition is required to register with Student Accessibility Center (SAC), located in Sullivan Center, Suite 117. Professors receive the accommodation notification from SAC via Accommodate. I encourage you to meet with me individually in order to discuss your accommodations. All information will remain confidential, and I will ask for your permission before including anyone else for additional support. For more information about registering with SAC or questions about accommodations, please contact SAC at 773-508-3700 or SAC@luc.edu. Please also refer to the Center for Student Assistance and Advocacy for academic, food, housing, financial and other resources that may be available to you.
Library - Subject specialist: http://libraries.luc.edu/specialists
Technology support - 773-508-4487; helpdesk@luc.edu
SAKAI
You are expected to be proficient in the use of Sakai. Sakai is the learning management system (LMS) that will be used for your online course. Specifically, you should be able to:
Read, upload, and download files
Read and send e-mail messages
Read and post messages on the discussion board
Hold chat room discussions
If you are unfamiliar with Sakai, a good place to start is: https://www.luc.edu/its/itrs/teachingwithtechnology/sakai/. Please refer to this website for log-in instructions if you are new to Sakai. You are expected to check Sakai daily for any changes, updates, and announcements. You are responsible for accessing and downloading all files needed. IT support and/or Sakai experts (not me) are responsible for assisting you with any problems related to Sakai. If you have any problems downloading or viewing files of any type or size from Sakai, please use the resources listed below:
Accessibility issues
https://www.luc.edu/sac/accessibilityguidelines/sakaiaccessibility/Sakai support
sakai@luc.eduTechnology support
773-508-4487
helpdesk@luc.edu
LUC.edu/its
Tentative Schedule
Disclaimer: This syllabus provides a general plan for the course. However, deviations may be necessary and all elements are subject to change on short notice. This schedule is subject to change at any time, but I will do my best to provide ample communication when changes occur. You are responsible for checking this website for updates.
Week 1: Introductions, Syllabus
01/15
WEDNESDAY
In-class topics
Syllabus and course overview
Get to know each other, develop class norms
Bingo
Discuss engaged learning projects
Schedule kombucha rotation
In-class reflection
Deliverables due
None
Week 2: Background, History
01/22
wednesDAY
In-class topics
History, background, shifts, dominant perspectives
Country / cultural differences
Dimensions of sustainability
Stakeholder mapping / access
Justice
Deliverables due
TBD
Week 3: FIELD TRIP: Farm on Ogden
01/29
wednesDAY
In-class topics
DO NOT COME TO CLASSROOM, meet at van departure location:
Chain Links in garage on Lakeshore Campus (1100 W. Sheridan Rd)
Deliverables due
TBD
Week 4: Production
02/05
wednesDAY
In-class topics
Traditional western methods
Alternative methods
Monocropping
Permaculture
Foraging
Deliverables due
TBD
Planning section of Engaged Learning Project due by 11:59pm in Sakai > Assignments > Engaged Learning Project - Planning
Week 5: Preservation
02/12
wednesday
In-class topics
Methods
Safety
Examples
Deliverables due
TBD
Week 6: FIELD TRIP: Urban Canopy
02/19
wednesDAY
In-class topics
DO NOT COME TO CLASSROOM, meet at van departure location:
Chain Links in garage on Lakeshore Campus (1100 W. Sheridan Rd)
Deliverables due
TBD
Week 7: Processing
02/26
wednesDAY
In-class topics
Types of processing
Ultra-processed foods
Regulations (e.g., FDA, other countries)
GMO
Provide mid-semester feedback
Deliverables due
TBD
Week 8: SPRING BREAK
03/03 - 03/08
Be safe and have fun!
Week 9: Health / Nutrition
03/12
wednesDAY
In-class topics
What does healthy mean?
Terms / Labeling
Trends / Diets
Perceptions / Social pressures
Health correlations / causations
Nutrition
Deliverables due
TBD
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
03/12 - 3/15: Loyola Climate Change Conference
***Extra credit***
+1 point to final grade for each day you attend
Must email me proof with date (e.g., selfie with an event poster)
Week 10: Packaging / Distribution
03/19
wedneSDAY
In-class topics
Types of packaging
Shipping carbon footprints
Food distribution / access
Deliverables due
TBD
Week 11: FIELD TRIP: The Eco Flamingo
03/26
wedneSDAY
In-class topics
DO NOT COME TO CLASSROOM, meet at van departure location:
Chain Links in garage on Lakeshore Campus (1100 W. Sheridan Rd)
Deliverables due
TBD
Week 12: Retail / Restaurants
04/02
wednesDAY
In-class topics
Branding / Marketing / Advertising
Labels / Certifications
Store positioning
SNAP program
Availability
Pricing
Deliverables due
TBD
Week 13: Consumption
04/09
wednesDAY
In-class topics
Tastes / Preferences
Food guides / pyramids
Food competitions / Mukbangs
Cultural differences
Eating to live and living to eat
ACTIVITY: Taste test
Deliverables due
TBD
Week 14: FIELD TRIP: The Plant
04/16
wednesDAY
In-class topics
DO NOT COME TO CLASSROOM, meet at van departure location:
Chain Links in garage on Lakeshore Campus (1100 W. Sheridan Rd)
Deliverables due
TBD
Week 15: Disposal / Waste
04/23
wednesDAY
In-class topics
Impacts of food waste
Food waste hierarchies
Bill Emerson Good Samaritan Act of 1996
ACTIVITY: Workshop what to do with food waste
Deliverables due
Bring in food waste
One student from each systems team submits deliverable to Sakai > Assignments folder > Team Systems Project by 11:59pm Central Time
Week 16: Presentations + Chopped Challenge
04/30
wednesDAY, 7pm (final Exam period)
In-class topics
Team presentations
Chopped Challenge!
Reflections
Class recap / wrap up
Class picture :)
Deliverables due
Bring a food item from home that you want to use up
