t
| Learning Objectives | Activities that will help me to attain this objective | What my sponsor will evaluate |
|---|---|---|
| To increase knowledge of food sovereignty and the commodification of food by starting vegetable plants through Cascadia Cares. | The Food Sovereignty ILC will demonstrate the understanding of food commodification through volunteer work at Cascadia Cares. The student will oversee the planting and distribution of 4000 vegetable seedlings. These will be grown by community members for local use and some also donated back to local food outreach groups. Cascadia cares is a local and Evergreen-born non-profit that focuses on food sovereignty by increasing local access to homegrown and Wild-Crafted Foods.
Student will not attend the Tuesday portion of the program for seminar and tasting, but will complete assigned readings and create reflection papers. |
Evaluation of Work: The student will complete all assignments as described on the syllabus, including weekly documentation on the Project pages of the SOS program website. Because the student’s in-program ILC project requires–or would benefit from–a field supervisor (required for internships), subcontractor (required for upper division science credit), or mentor, the student will provide the faculty with a field supervisor, subcontractor, or mentor’s descriptive assessment of in-program ILC work completed with their guidance, expertise, or supervision by Thursday noon of week 10. This assessment should be discussed between the student and the field supervisor, subcontractor, or mentor, then provided on profession letterhead or email with current contact information directly to the faculty through email < williasa@evergreen.edu >. The student will complete comprehensive mid-quarter and final narrative self-evaluations and submit them to faculty prior to mid-quarter and final end of quarter student-faculty conferences. For the final documentation on Project pages, each student will post, and present in class on Tuesday or Wednesday of week 10, a 10-minute PowerPoint Presentation of 10-15 slides with text that demonstrates the highlights of the student’s in-program ILC Project. As a “best of the student’s Project pages,” this presentation will not be about the creation of new material, but rather the final PPT-based presentation will assemble and tell the story of existing material regarding the student’s SOS in-program ILCproject. |
| To increase knowledge of food sovereignty and the commodification of food by preparing a booklet of local wild plants with suggested uses in cooperation with Cascadia Cares | The Food Sovereignty ILC will demonstrate the understanding of food commodification through volunteer work at Cascadia Cares. The student will oversee the planting and distribution free, heirloom vegetable seedlings. These will be grown by community members for local use and some also donated back to local food outreach groups. Cascadia cares is a local and Evergreen-born non-profit that focuses on food sovereignty by increasing local access to homegrown and Wild-Crafted Foods.
In this ILC the student will create a zine to share knowledge of locally available wild food sources. The zine include recipes using locally sourced ingredients, wildcrafting advice, plant identification, and art. Student will support this project through academic studies and resources such as pod casts, blogs, seminars/talks/lectures, online media, books and other related sources. Student will use the text Plants of the Pacific Northwest Coast by Pojar and Mackinnon. Student will attend the Tuesday portion of the program for seminar and tasting. |
Evaluation of Work: The student will complete all assignments as described on the syllabus, including weekly documentation on the Project pages of the SOS program website. Because the student’s in-program ILC project requires–or would benefit from–a field supervisor (required for internships), subcontractor (required for upper division science credit), or mentor, the student will provide the faculty with a field supervisor, subcontractor, or mentor’s descriptive assessment of in-program ILC work completed with their guidance, expertise, or supervision by Thursday noon of week 10. This assessment should be discussed between the student and the field supervisor, subcontractor, or mentor, then provided on profession letterhead or email with current contact information directly to the faculty through email < williasa@evergreen.edu >. The student will complete comprehensive mid-quarter and final narrative self-evaluations and submit them to faculty prior to mid-quarter and final end of quarter student-faculty conferences. For the final documentation on Project pages, each student will post, and present in class on Tuesday or Wednesday of week 10, a 10-minute PowerPoint Presentation of 10-15 slides with text that demonstrates the highlights of the student’s in-program ILC Project. As a “best of the student’s Project pages,” this presentation will not be about the creation of new material, but rather the final PPT-based presentation will assemble and tell the story of existing material regarding the student’s SOS in-program ILC project. |
