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Graduate Course Proposal Form Submission Detail - URP6444

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Current Status: Approved by SCNS - 2016-08-01
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: Elective for MURP. To GC Approved 5/12/16 To USF Sys 5/18/16; to SCNS after 5/25/16. Apprd eff 8/1/16


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    5325 2015-11-17
     
    Department College Budget Account Number
    School of Public Affairs AS 125600
     
    Contact Person Phone Email
    Mark Hafen 47982 mhafen@usf.edu

  2. Course Information

    Prefix Number Full Title
    URP 6444 Global & Community Food Systems

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable? N
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    Food Systems
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    None

    Corequisites

    None

    Course Description

    Provides a general introduction to the food system, how it relates to planning and public policy, and an overview of the tools, strategies, and approaches public policymakers can utilize to address food system problems and challenges.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Replacing Selected Topics with Permanent number; already listed in program

    B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?

    The course was offered on a pilot basis in Summer 2014, to determine if there would be interest. The course was fully enrolled with a wait list, demonstrating strong interest in the course. The course received very strong student evaluations. It has been offered again for Spring 2016. Food sustainability is an increasingly important and recognized area of work for practitioners in the planning, public health, sustainability, and related fields. This course expands USF’s curriculum in an important emerging area of public policy.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    Yes, 2 times

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    PhD in Urban Planning, Sustainability, Public Health, Agriculture or related discipline.


  4. Other Course Information

    A. Objectives

    There is increasing recognition of the importance of local and urban policies and approaches to food issues including public health, hunger, food security, food access, and community/economic development. There is also increasing recognition of the waste, injustice, environmental impact, and disease associated with our current conventional food system, prompting interest in alternative approaches including urban agriculture, organics, and greater everyday interaction with how food is produced.

    The course includes three broad sections that address these food system challenges from an urban policy and planning perspective:

    1) an overview of the global food system (production, distribution, marketing, and disposal) and how the food system relates to planning and policy;

    2) a discussion of problems and challenges related to the food system; and

    3) a survey of new approaches and strategies for improving the food system, many of which focus on local and community approaches.

    B. Learning Outcomes

    * Students will understand the social, economic, political, environmental, and historic factors that contribute to the functioning of the contemporary conventional food system.

    * Students will understand the contributions policymakers in the fields of planning, sustainability, public health, and public administration can make in addressing the challenges and opportunities related to creating a sustainable food system.

    * Students will become aware of the different individual, community, and professional relationships to, and interactions with, global and local food systems.

    * Students will think critically about their decisions and actions related to food systems.

    * Students will understand the critical role of federal, state, and local policy in determining food system functions and outcomes.

    * Students will have an appreciation of the complexity of factors that lead to and perpetuate wicked food-related problems such as obesity, hunger, and nutrition-related disease.

    * Students will think critically about the opportunities presented by - and limits of - emerging solutions to contemporary food-related challenges.

    C. Major Topics

    • The global food system: production, processing, marketing, consumption, and disposal

    • U.S. Federal policy addressing agricultural production, food access, and nutrition

    • Planning and the food system: land use, sustainability, and urban/community development perspectives

    • State and local regulatory approaches to food system policy

    • Hunger and food security

    • Food access and justice

    • Food, environment, and energy

    • Community and civic processes and the food systems

    • Urban agriculture

    • New markets, alternative enterprises, and economic development

    • Food system assessment and economic analysis

    D. Textbooks

    None required.

    E. Course Readings, Online Resources, and Other Purchases

    Course readings are drawn primarily from journal articles and public policy reports. All required course readings will be posted to the course Canvas site.

    Recommended Text Books:

    • Hinrichs and Lyson (Eds.), Remaking the North American Food System. Lincoln, NE: University of Nebraska Press.

    • Pollan, Michael. (2006). The Omnivore’s Dilemma: A Natural History of Four Meals. Penguin Books.

    • Patel, R. (2007). Stuffed and Starved: The Hidden Battle for the World’s Food System. Portobello Books Ltd.

    • Winne, Mark. (2008). Closing the Food Gap: Resetting the Table in the Land of Plenty.

    F. Student Expectations/Requirements and Grading Policy

    The evaluated work in this course consists of the following:

    • Research Paper – 25%

    • Final Presentation on Research Paper – 25%

    • Discussant – 25%

    • Participation – 25%

    G. Assignments, Exams and Tests

    1. Mini Research Paper – must be submitted electronically via Canvas.

    Students will prepare a short, original research paper for this course on a topic of their choice.

    • Students must write a paper of minimum/approximately 1,500 words (roughly six pages) and use at least five peer-reviewed journal articles as sources, as well as other references as appropriate.

    Recommended journals include the Journal of the American Planning Association, the Journal of Planning Literature, and the Journal of Planning Education and Research.

    The research paper can take a variety of forms. Some potential papers topics include: an analysis of a contemporary food systems comprehensive planning effort, a literature review synthesizing major findings on a food systems topic, an assessment of the food system in a specific community, or a comparative case analysis of two approaches to a food system function (for example, how does Hillsborough County promote community gardens compared to Pinellas County).

    Whatever topic you select, your paper should be grounded in research. You should analyze your topic in light of the major findings or issues identified in peer-reviewed research. For example, if your paper is an analysis of the Agriculture Element of the Smith County Comprehensive Plan, you should find journal articles on food system comprehensive planning and make sure your analysis of the county plan refers to the best practices, issues, trends, etc. identified by the research. In other words, you cannot just look at the county plan. You must connect to the wider literature surrounding the topic.

    The proposal should clearly identify the specific topic to be investigated and include at least one paragraph explaining in detail what will be covered. Three peer-reviewed resources to be used must be listed.

    Papers should be written to a professional level, with careful formatting and proofreading. The School of Public Affairs uses the Publication Manual of the American Psychological Association (APA) as the standard for the formatting of assignments and manuscripts. All assignments completed for the purposes of this course must comply with the APA guidelines for referencing material. Errors that are not acceptable on written assignments include: misspellings, run-on sentences, sentence fragments, serious errors in punctuation or verb tense, over-reliance on direct quotes or paraphrasing, or improper citation.

    Grading of the paper will be based on the following:

    • Use of reference sources as instructed – 10 points

    • Analysis of the major policy issues – 10 points

    • Paper formatting, organization, and professional preparation – 5 points

    2. Poster Presentation on Research Paper (25%).

    During the last five class meetings, students will present their research findings to the group using a combination of a poster and oral presentation/discussion. Presentations should be 7-10 minutes long. You should rehearse and make sure your presentation comes in at this length. An additional five minutes will be allotted for Q&A. The presentation should be professional quality, with effort shown to both visual (graphic) and oral (making clear points) components. Whether your research paper is complete or not, the presentation should demonstrate a complete analysis of the topic. Information will be provided on how to prepare an academic poster.

    3. Discussant (25%) – ongoing throughout semester.

    Each week, approximately three students will lead the seminar as discussants. Each student will select one of the assigned course readings (a sign up list will be provided). Each discussant will have about 20 minutes to present their review of the reading and lead a discussion. Keep in mind that other seminar participants will also have read the articles, so do not simply reiterate what the article says. Instead, provide an analysis of the reading. Discussants are encouraged to prepare handouts or other materials to share with the class. Use PowerPoints sparingly.

    The following questions may help you prepare your review. Feel free to discuss your review with the instructor in advance.

    a. What is the key research question/assertion/hypothesis/argument idea presented?

    b. Does the evidence in the reading support the argument?

    c. Are you convinced by the argument/proposal/solutions?

    d. What are the potential positive and negative implications of the argument/proposal/solution for communities in the U.S.?

    e. How does the article relate to other readings in the class, or planning, in general? Does it contradict/corroborate the ideas/arguments presented elsewhere?

    f. What questions and challenges were raised or left unanswered?

    g. Most importantly, what are the practical, political, and institutional implications or this article for the discipline and practice of planning (or your field)?

    4. Class Participation (25%) – ongoing throughout semester.

    This class is designed around student discussion and your active and regular participation in required. Students are expected to attend all course meetings, complete all assignments/exams and readings, and actively engage in discussions. Weekly class participation will be evaluated on thoughtfulness of comments and active engagement with course material. I will be looking for evidence that students have regularly read material and are prepared to thoughtfully discuss key concepts. A spirited but respectful discussion is expected and encouraged.

    H. Attendance Policy

    Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

    I. Policy on Make-up Work

    Make-up assignments or other accommodations are provided for students only in special circumstances. These circumstances include:

    (1) Death or illness in the student's family, or of a friend.

    (2) Illness or other medical issue of the student.

    (3) Participation in a conference or university sponsored activity.

    (4) Professional obligations.

    Make-up work will not be granted for personal convenience or travel. Make-up work will be granted only if the circumstances (above) are documented. Advanced arrangements must be made for the situations described in (3) above. This should be arranged with me well ahead of any scheduled assignment date.

    J. Program This Course Supports

    Master of Urban & Regional Planning


  5. Course Concurrence Information

    Public Administration

    Public Health

    Sociology

    Anthropology

    Architecture and Community Design

    Global Sustainability

    Environmental Science & Policy

    Geography



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.