My family and I live on a 22-acre farm in Stokes County. We are serious gardeners. I can’t remember the last time I bought a tomato at the store and I have saved my own okra and basil seeds each year for over a decade. Now late October, we have over 60 garlic heads up in the garden and have put the cold frame in place. We also raise Shetland sheep, a very hardy heritage wool breed. For a few years we raised heritage turkeys (Bourbon Reds) and maintain a flock of about 30 free-range laying hens and sell their eggs to wonderful people on campus. Sometimes I go to meetings and people say, “Oh, you are the egg lady.” All of this effort supplies fabulous, fresh and taste-laden ingredients to cook with. At my house, we eat very well.
But all of these farming endeavors do not pay the mortgage. My husband and I are both faculty in the Department of Chemistry, and Bruce currently serves as Associate Provost of Research. In the Chemistry Department, teaching slots are a common topic of discussion. We never have enough faculty members to meet demand for all the courses required for our majors and pre-med students. We run out of faculty teaching slots every semester and work hard to fill the needs of our students. Because of this, we are truly limited in the number of First Year Seminars (FYS) we can offer each year. Faculty who have developed FYS offerings offer them on a rotating basis.
I have taught the FYS True Value Meals several times in the past. According to the syllabus, True Value Meals “has been designed to develop the analytical and critical thinking skills of students, and their ability to express in writing and aloud their opinions and ideas, in a setting that focuses on the production, processing distribution and eating of food.” It is an ideal topic for the FYS, and a topic that I am passionate about. Luckily, my turn in the rotation came during the fall 2014 semester.
By coincidence, the semester I was offering a food-centered FYS class, the Office of Sustainability organized Make Every Bite Count, a speaker series about the food we grow and eat that challenges us to imagine how we can sustainably feed the world. Students are required to attend the events and we sit together as a group. In the following class meeting, the discussion is centered on frank analysis of each event and how it compares with other course material. In twenty years of teaching at Wake, I have never seen students as fired up as they were the day after viewing the documentary GMO OMG. I have no doubt that the talk by Vandana Shiva on the challenges of feeding a growing world population will be just as powerful, if not more so.
Since I taught True Value Meals last, the sustainability movement on campus has blossomed. I was able to participate in the Magnolias Project, which strives to integrate sustainability across the curriculum. The campus garden has grown both in size and organization. Campus Kitchen now has dedicated space on campus and has expanded its programming. All of these have combined for wonderful service-learning opportunities for my students. Each student is required to complete 18 hours of food-related service with community partners to enhance their readings for the course and aid class discussion. What have they been doing? The mid-term logs of service hours showed that they have been gleaning food from the Cobblestone Farmers Market for redistribution to food-insecure families; repackaging food from the on-campus dining hall for delivery to persons in need; making sandwiches for homeless individuals on Saturday mornings; turning plots, compost and planting fall crops. All of this effort has helped the partner agencies AND the students’ learning. Our class discussions are livelier because they are all experiencing different aspects of food culture in their work outside of class. And the students actually enjoy their service learning hours. It’s a nice break from reading and writing and gives them time to reflect on course material and try to integrate all the different pieces. Some students have found a “niche” at the university through their service learning partners. I am astounded by the number of students who want to become shift leaders for Campus Kitchen or interns with the campus garden. It’s helped me realize how important extra-curricular activities are to students’ overall wellness.
I can say with confidence that this semester students are the most engaged in my FYS material, thinking more deeply and broadly. I encourage all faculty to find a topic they are passionate about and use the plentiful teaching resources here at Wake to develop a class that will impact students. From teaching workshops on community engagement and sustainability to on-campus service learning opportunities, our university has a bounty of support for engaged learning.