Camp
pus Gaardeen
ChelseyyBarancczyk,JorrdanBauer,
DanDreessel,Lu
ucasLeee
Using good aagricultural p
principles to p
provide fresh
h food, when food iss needed for Stout community; conneccting students to p
place and cam
mpus to community by sp
preading knowledge tthrough expeeriential learn
ning ‐ All done with the principlees of long‐term sustainablle agriculturee University of Wisconsin ‐Stout
2013
i Table of Contents Purpose of Capstone ..................................................................................................................................... 1 Background/Overview .................................................................................................................................. 2 Current Conditions ........................................................................................................................................ 3 Possible locations .......................................................................................................................................... 8 Start‐up Costs (Budget) ............................................................................................................................... 17 Impact Analysis ........................................................................................................................................... 20 Appendix A: Season Extension .................................................................................................................... 26 Appendix B: Companion Plants ................................................................................................................... 33 Appendix C: Crop Rotation .......................................................................................................................... 36 Appendix D: Good Agricultural Practices: By Ellen Jordan ......................................................................... 38 Appendix E: IRB Exemption ......................................................................................................................... 39 Appendix F: Full List of Survey Responses Questions 2, 7 & 8 ................................................................... 40 Appendix G: Meetings and Conversations .................................................................................................. 47 References .................................................................................................................................................. 91 1 Proposal for a Campus Garden Purpose of Capstone The overall purpose of this project is to examine the feasibility of a campus garden for UW‐Stout and to develop a plan for implementation to involve students and provide quality produce to the campus. This garden project will be completed using good agricultural practices as outlined in Appendix C. Because there has not been an edible garden on the University of Wisconsin ‐ Stout campus before, a survey will help us gauge student interest, determine student willingness to volunteer, and collect ideas about the purpose and use of the produce harvested. Through collaboration with the Campus Garden Committee, a committee designed to organize and implement an edible garden on campus, we will complete the site selection process. The scope of the project will include determining the best possible location for a garden, funding for the garden, produce options, and the budget needed to make this vision a reality. Comparisons with other campuses that have gardens will guide us in the process and provide us with ideas for our garden. Our focus is to complete the site selection portion of the proposal to provide the committee with valuable location and budget information. This material will be combined with the rest of the proposal prepared by the Campus Garden Committee to be submitted in June of 2013. Hopefully, an actual garden will be on campus by the summer of 2014. 2 Background/Overview Before implementing an edible garden on the UW‐Stout campus, it is useful to survey the gardens created by other universities. The following table includes five universities that created campus gardens that range in size, use of produce, style of gardening, and worker compensation (table 1). These comparisons will be useful in determining the fundamentals of our campus garden. The following colleges were used in the comparison: University of Wisconsin‐Stevens Point, University of Georgia, Yale University, Washington and Lee University, and George Mason University. Table 1. Description of five different campus gardens nation‐wide. Year Organization Governing Body Size Food Distribution Established UW‐Stevens Point Sustainable Agriculture in Communities Society 2005 ‐ Harvest Dinner University of Georgia UGArden 2010 1 acre Produce stand, donation, Campus Kitchen Project Yale University Yale Sustainable Food Project 2003 1 acre Volunteers, donated, restaurants, farmers market Washington and Lee University Volunteer run 2008 1 acre Campus Kitchen Project & dining services George Mason University George Mason University Organic Garden Association 2009 30 x 60 ft Workers, food bank, dining facilities, produce stand Besides the articles listed in the table, each of these campus gardens has other unique characteristics. The George Mason University garden is a small garden and was completed on a modest budget of $4000 (Potomac Heights Vegetable Garden). Both Yale University (Yale Sustainable Food Project)and UW‐Stevens Point (Student Initiatiives, 2011) utilize season extension techniques and pay student workers to maintain the gardens (Figure 1). University of Georgia (Welcome to UGArden)offers a course (Sustainable Community Food Production) that centers around the garden (Figure 2). Several of these universities, including Washington and Lee University (Campus Garden), also perform onsite composting. Two campuses, University of Georgia and Washington and Lee University, also participate in the Campus Kitchen Project, which utilizes produce from the garden to feed those in need. UW‐Stout could implement some of these ideas or create new garden possibilities. Figure 1. Yale’s Campus Garden Figure 2. University of Georgia’s Campus Garden 3 At the University of Wisconsin‐Stout, there has never been a garden for the students, faculty, and the community to manage. Part of the motivation here, as in most other campuses, is to strive for sustainability in all aspects of our environment, society, and future. The campus sustainability office and other faculty have discussed the idea of a campus garden in the past. However, no large‐scale student involvement was incorporated. The student body interest will help generate awareness within the administration and surrounding community once a location is finalized. Determining the place, people, needs, and goals for the campus garden will be the focus for this project. Current Conditions As previously mentioned, there is no campus garden established on the UW‐Stout property, but we have been taking the necessary steps with the sustainability department and the Campus Garden Committee to implement a plan and location. Our first goal is to survey the student population to understand what needs and interest there are for the garden as explained below. Student Sentiment The student body is the backbone of the UW‐Stout community, and therefore it is critical to understand their interest and opinions regarding a campus garden. To accomplish this, an anonymous survey was created and distributed to 15% of the undergraduate student body by email. Additionally, an invitation to complete the survey was published in April 18th 2013 edition of Campus Life Today. With 211 responses we were able to evaluate ~3% of the student body. Note: This research was reviewed by the UW‐Stout IRB as required by the Code of Federal Regulation Title 45 Part 46. Proof of exemption can be found in Appendix E of this document. 4 Q
Question 1: H
How intereste
ed are you in
n creating a caampus gardeen? The surve
ey began with
h a simple que
estion to gaugge students’ iinterest in a ccampus gardeen. With 40%
% of respondents being som
mewhat interested and 44% being very interested, itt appears thaat a majority o
of students aare receptive to idea of haaving a campu
us garden (figgure 3). Figure 3. Gaauging studen
nt interest in the campus ggarden. Q
Question 2: ““If a campus ggarden was ccreated, whatt would you llike to be don
ne with the h
harvest?” There are
e many possib
ble uses for th
he harvest fro
om the gardenn. This survey presented tthree practicaal and reaso
onable choices, and allowe
ed for studentts to enter th eir own choicces into the ““other” category (figure 4).. These “Othe
er” responsess can be foun
nd, verbatim, in Appendix F. Figure 4. Student opinion on usse of producee. 5 Q
Question 3: ““How likely iss it that you w
would voluntteer (unpaid) to help with
h the campus garden?” us garden. To
Student in
nvolvement w
will be an imp
portant eleme
ent in maintaiining a campu
o be successfful, student volunteers will be needed tto help with ttasks. Voluntteer opportun
nities might in
nclude dutiess such as assistin
ng with harvesting, weedin
ng, pruning, w
watering, and general gard
den maintenaance (figure 5). Figure 5. Sttudent opinio
on of volunte ering in the ggarden. n a UW‐Stout campus garrden.” Q
Question 4: ““Please rate yyour interest in working aas a paid Inte rn or Co‐op in
In addition to voluntee
er opportunities, a campuss garden wouuld provide a unique opportunity for the creation o
of a paid interrnship positio
on (figure 6). Figure 6. Stud
F
dent interest in working ass a paid gardeen intern. 6 Question 5: “Would you like a campu
us garden thaat can be utiliized for acadeemic instructtion?” A campuss garden would provide a w
wonderful opportunity forr interactive aand hands on academic instruction. Opportunities for learn
ning would be
e available forr a range of subjects: biology courses ccan incorporaate the garden
n into their co
ourse work, aand constructtion courses ccan assist with
h projects succh as construction of a tool sshed, raised b
beds, etc. Figure 7
7. Use of gard
den for acadeemic instruction. Q
Question 6: ““Would you b
be willing to p
pay a fee of $
$1 dollar per semester added to your ttuition bill to
o help ffund the insta
allation and m
maintenance of a campus garden?” The high iinitial cost of installing the
e garden has tthe potential to overshado
ow the beneffits it will provvide. If studentts are willing tto share in this burden by paying a marrginal fee of $$1.00 per sem
mester, a largee sum of mo
oney can be ggenerated thaat will make tthe high overrhead cost mo
ore palatable (Figure 8). Fiigure 8. Intere
est in segregaated fee increease to suppo
ort garden. 7 Question 7: “What would you like to have grown in a UW‐Stout Campus Garden?” This survey invited students to comment on what they would like grown in the garden. Many respondents took the time to make numerous insightful suggestions. The following are a limited selection of responses. A full listing of responses is found in Appendix F. “Onions, Cucumbers, Tomatoes, Potatoes, Fruit, Green Peppers, Raddishes, Green Beans, Corn” “non‐traditional vegetables that are not often in the UW menu” “carrots, potatoes, tomatoes, red potatoes, asparagus, green beans, purple beans, lettuce, sweet potatoes, onions, misc. herbs (basil, parsley, thyme, mint)” “Tomatoes, carrots, watermelon, peas, herbs and spices” “KALE! Also a variety of organic heritage varieties ranging from raspberries to tomatoes :)” Question 8: “Please list any benefits that you feel a campus garden would bring to UW‐Stout or voice any other opinions/input.” The final survey question was reflective and open‐ended and was intended to get students to reflect on how a campus garden might benefit the community. It also invited them to share thoughts they had on anything that was not covered by previous survey questions. The following are a limited selection of responses. A full listing of responses can be found in Appendix F. “I believe such a program would give students an opportunity to practice stewardship and a sense of ecological contribution to the Stout community that goes beyond recycling our coffee cups in the MSC.” “Students would be able to eat fresh produce, and help cut costs of having to drive to go buy produce, and it would help other members of the community” “i like this idea a lot!” “Students who choose not to eat at University Dining Services would be able to use the food they purchase from the garden to eat healthy on their own, learn about growing plants and the different climates they require.” “It would be nice to have access to a greater variety of fruits and vegetables than what is currently offered around campus at the carts and within the MSC, I also think that people in general are becoming more interested in knowing where their food is coming from and how it is grown and a campus garden could further this interest.” 8 Possible locations Lo
ocation for th
he garden hass been a big isssue because of the limited space and d
design of the campus grounds. Few areas on cam
mpus are suitaable for a garrden and not currently useed by campuss ground crrews for other operations such as plowing or landscaaping. Overaall, there weree eight locatio
ons on campu
us grounds to consider (five chosen by SSarah Rykal, EEnvironmentaal Sustainability Coordinattor, in conjunctio
on with the p
parking office and three ch
hosen by our ggroup) (figuree 9). With thee demolition of Jeter‐Tain
nter‐Callahan dormitory an
nd future construction for a replacement, we also reesearched po
ossible green roo
of technologie
es to be imple
emented on tthe new buildding. Based o
on sun exposu
ure, minimum
m student trraffic, and easse of accessib
bility, the num
mber of possi ble sites has been reduced
d to three.


Location Options: Figure 9. Possible Ga
arden Locatio
ons Large parrcel (109 x 78
8 ft) Full sun eexposure Figure 10.. Site option 1
1 from fig. 9.
Opttion 2 (figure 11) 




parking lot 11
1 West of p
rd
Corner off 3 Ave W an
nd 3rd St. W
Currentlyy University H
Housing land
Slightly slloped land Large parrcel (122 x 49
9 ft) Figure 11. Site option 2
2 from fig. 9. Option 1 (figure 10) 



So
outh of parkin
ng lot 22 Corner of 1st A
Ave W and 4th Street W. Currently Parkking & Transpo
ortation Se
ervices land Heavily sloped
d land 9 Option 4 (figure 12) 




Tranquility Woods, East of parking lot 29 Along 13th Ave, across from Applied Arts Currently Parking & Transportation Services land Heavily wood/very shaded Large parcel (156 x 64 ft) Figure 12. Site option 4 from fig. 9. These locations are not currently utilized and would provide sufficient space for the campus garden. Each site has issues with the availability of water and electricity. Also, future testing must be done to identify soil characteristics and suggest soil amendments. Although any of these sites would provide a suitable location for a campus garden, the best possible outcome would be to acquire all three of the sites. Each site has unique characteristics that may restrict the use of the site. If all three sites are used, UW‐Stout can maximize the diversity of produce available. Site Preparation and Analysis Soil samples are going to be taken at three different spots on each site and combined into one for an even distribution. Samples will be sent to the Marshfield Soil Testing Facility for testing in salinity and minerals. Soil acidity (pH) must be determined by using the USDA standard methods of soil pH protocol by using 1:1 H2O mixture by weight with soil. The soil should be at about a neutral pH of 7 but if the soil is more acidic, liming may be necessary. Most of our region in the upper Midwest will be vulnerable to acidic soils. Site 1 “Shed Location” Site 1 (roughly 109 ft. by 78 ft.) is the ideal place to place the storage shed because it is furthest away from campus and has a relatively sloped terrain (figure 13). It is relatively close to site 2, but both are several minutes away from site 4, which is why a bike trailer has been included in the budget to haul tools over to site 4, if needed. Because of the heavy slope, this site would most likely have to be terraced in some way to prevent erosion. We have also included a possible layout for this garden site. Because it is furthest away from campus and most foot traffic, this site would be ideal for some of the less showy and perennial plants. We have included many of these on the site layout (figure 14). 10 Figure 13. Site 1 maap. Figure 14
4. Possible garrden layout fo
or site 1, 109xx78 ft, scale: 10 ft 11 Site 2 “Vegetable Garden Location” Since site 2 (about 122 ft. by 49 ft.) is right outside of Red Cedar, it makes it the ideal place to put the main vegetable garden (figure 15). The Campus Garden Committee is still discussing what types of vegetables to plant yet, but based on survey data, we decided to stick to mainly lettuces, carrots, tomatoes, beans, peas, potatoes, radishes, onions, and cucumbers in our plan because they are easy to grow and would probably give us the most range of use when harvesting. We have included two possible designs to get an idea what the garden could look like. The first layout (figure 16) focuses on creating a garden with a design that catches people’s attention and makes them want to come and explore the garden further. It is designed for ease of accessibility while still producing a large amount of produce. The second design (figure 17), focuses on maximizing productivity in the garden to gain the most profit as possible. We have also included an example of a possible crop rotation for the season following the planting in figure 17 (figure 18). In preparation of the site for growing, we would need to till the soil 6 – 8 inches deep to remove older plant roots and aerate the soil for new plants. Once the soil analysis is complete, it will give us a better representation of the type of soil at the site. This site would need to be fenced in order to prevent vandalism, yet we still want students to feel welcome to sit and enjoy the beauty of the garden in their free time. It would also require fencing to ensure that deer or animals do not browse and kill the vegetables. Figure 15. Site 2, vegetable garden location. 12 Figure 16. Layout 1 for the vegetable garden site 1, 122 x 49 ft., to scale: 10 ft 13 Figure 17. Layout 2 for the vegetable garden (site 2), 122 x 49 ft., to scale: 10 ft
Figure 18. Layout 2 for site 2 – year 2 example of crop rotation, to scale: 10 ft
14 When choosing a garden layout, several factors should be considered. For instance, we looked at which layout would produce the most vegetables, would bring in the most money, or would be most inviting to the students. Layout 1 would be the most attractive, would still allow for ease of crop rotation, and would produce a significant amount of vegetables. It would be very easy to move through the rows when planting or harvesting the crops, however, there is a lot of wasted space. Since it is a round design going into a rectangular space, a few areas would not be used efficiently. An online vegetable counter has given us an idea about how much profit we could make if we did grow a certain amount of vegetables. The calculator is just an estimator used for educational/entertainment purposes only, and actual harvest amounts can vary significantly from this calculator (Figure 19). Database values are based on averages and estimates, and pests and other variables will affect our actual results. With our design layout 1 (figure 16), our garden could bring in an approximated $6,000 worth of revenues. Layout 2 (figure 17) is a layout that would maximize productivity. It would not be as inviting or stand out from other campus gardens, but it could possibly bring in an almost an estimated $27,000 dollars if planted in the arrangement we designed (Figure 20). This would allow the garden to have extra money to put toward co‐ops or other supplies. A downside with this layout is it is not as easily accessible as the first layout, and we would need to maneuver around the rows in order to plant or harvest. More rows placed in the middle of the site could provide easier maneuverability as a possible option to the problem. These sample layouts provide an estimation of the amount of produce we could produce with the vegetable garden and any possible profits. Figure 19. Possible profits attainable from layout 1 (figure 16) of vegetable garden 15 Figure 20. Possible profits attainable from layout 2 (figure 17) of vegetable garden Site 4 “Orchard Location” Site 4 is unique in that it is more shaded, less disturbed, and has the greatest area as compared to the other sites (figure 21). Based on hardiness for our region, we would choose to plant fruit trees consisting of plum, apple, and cherry trees. Prior to planting, necessary pH and soil testing for salinity is required to determine soil state and proper procedures to grow healthy trees. Figure 21. Site 4, orchard location 16 To prepare the site for planting it must be tilled to a depth of at least 6‐8 inches deep for optimal root growth. Tilling will be done in a two‐step process. First, a 3‐4’’ depth is tilled evenly throughout the site. Then, the tiller is set for a 6‐8’’ depth to rotate in the already tilled soil. If the soil is acidic, then lime should be added to the soil during the tilling process to speed up infiltration with water and increase pH to around neutral. When the soil pH reaches the optimal level of about 7, the fruit trees can be planted. The trees will be purchased as full dwarf so they can establish themselves more quickly and produce fruit sooner. This is beneficial for long term health and stability for the tree which is important for yielding fruit. For optimal growth the trees will be planted in rows 12 feet apart and 10 foot spacing within the row. Trees will be distributed throughout the site depending on how many types are desired. The saplings will require fencing to prohibit browsing by deer, rabbits, squirrels, etc. until they reach maturity. To maximize growth and nutrients naturally the trees will be watered regularly and pruned for fruit production. Once the trees are sustaining fruit production, the produce can be used for on‐campus or community needs. Possible Fruit Tree Layouts As with the vegetable garden layouts, there are a couple options for the orchard location in maximizing production or providing space for recreational use and attraction. The first layout displays a model for recreational use opportunity for students to utilize the extra space to relax and enjoy the atmosphere. Even though more space is unused to planting fruit trees, there are still options to use shaded space under the trees with different shade tolerant plants (figure 22). Mulch around the trees and tolerant vegetables will provide buffer zones so walkways can be clearly designated. The site will contain a lot of unused space but the fully mature trees and vegetables will be sufficient at growing enough produce for profit. The initial startup cost will be $500 dollars more for the second layout option to maximize production in the amount of space (table 5). The second layout consists of mostly apple trees in relation to plum and cherry spaced ten feet apart (figure 23). This design is a model for high production and profit for the campus to do with as they choose. Planting vegetables under the trees is still an option if the trees are not too close to each other that they completely block sunlight to the understory. Even without the vegetables, though, there is going to be enough work to perform in the orchard in general. 17 Figure 22. Layout 1 for orchard location (Site 4), 156x64 ft. To scale: 10 ft Figure 23. Layout 2 for orchard location (Site 4), 156x64 ft. To scale: 10 ft Start‐up Costs (Budget) If all three sites are acquired, each will require unique tools and infrastructure. Therefore, different budgets have been prepared for each site as well as a budget for a tools and a tool shed which could be placed on any of the sites (table 2‐5). Items to promote season extension and companion plantings are also included in the budget. Season extension can be accomplished in a variety of forms, as are identified in the budget, but each seeks to grow produce in less hospitable weather. Techniques for season extension and companion planting are found in Appendices B and C, respectively. The fencing for each of the sites also varies. The taller fence at site 4 is to prevent deer from browsing on the trees. 18 Table 2. Tool shed budget. This budget includes the building of a shed and all tools necessary for use at any of the sites. This would be needed in conjunction with any of the other budgets. Table 3. Site one budget. This includes all materials for preparation of site 1, soil analysis, and plants/seeds. 19 Figure 4. Site 2 budget. Table 5. Site 4 budget. Besides fencing and plants, this budget also includes tools specific to woody plant maintenance. Total cost #1 coincided with layout two (Figure 23) while Total Cost #2 coincided with layout one (Figure 22). Item
Quantity
Make/Model #
Price
Item #
Retailer
Red Brand 60 in x 50 ft 14‐gauge silver steel field and horse fencing
9
70948
$ 42.88
92258
Lowes
$ 385.92 $ 385.92
1
34HGPNS1
$ 2.98
69217
Lowes
$ 2.98 $ 2.98
Grip‐Rite 500‐Pack 3/4 in standard staples
Never‐rust aluminum electric fence wire (15 gauge) 39 in x 6 ft Cedar convex gate
4 in x 10ft round AC2 treated Fence post
First AlertBlack Flat Wall Gate Kit Steel Fence Accessory
Ecology Best Wood Mulch
Hand Pruner
Pruning Saws
Bark Protectors
Plum Tree
Apple Tree
Cherry Tree
Plum Tree
Apple Tree
Cherry Tree
Carrots Kale
Lettuce
Lettuce
20
4
2
14
20
51
16
9
29
10
2
2
2
2
Soil Testing
1
Soil Testing
1
$ 29.89 000122010
Total Cost #1
Total Cost #2
1
N/A
Mills Fleet Farm
$ 29.89 $ 29.89
1
C70395LD1RG
$ 54.74 110521
Menards
$ 54.74 $ 54.74
44
12235
$ 11.39 1115620
Menards
$ 501.16 $ 501.16
1
GFWHKFA
Home Depot
$ 13.67 $ 13.67
$ 13.67 N/A
1803051
$ 36.18 1803051
Menards
Gerber Bypass Pruner
$ 9.99 007847353
Mills Fleet Farm
Silke F180 Saw with Large Teeth $ 32.00 217681
Gemplers
ArborGuard + Tree wrap $ 25.20 158593
Gemplers
Plum
$ 14.00
N/A
Brad Burling
Apple
$ 14.00
N/A
Brad Burling
Cherry
$ 14.00
N/A
Brad Burling
Plum
$ 14.00
N/A
Brad Burling
Apple
$ 14.00
N/A
Brad Burling
Cherry
$ 14.00
N/A
Brad Burling
Hercules (F1)
$ 2.95
215
Johnny's Selected Seeds
Winterbor (F1)
$ 2.95
365
Johnny's Selected Seeds
Green Star Leaf (OG)
$ 2.95
260
Johnny's Selected Seeds
Nancy Butterhead (OG)
$ 2.95 438GP
Johnny's Selected Seeds
Soil and Forage Analysis Mineral Testing Package
$ 28.00 N/A
Lab; Marshfield WI
Soil and Forage Analysis Heavy Metals Testing Package $ 40.00 N/A
Lab; Marshfield WI
Grand Total
$ 723.60
$ 39.96
$ 64.00
$ 352.80
$ 280.00
$ 714.00
$ 224.00
N/A
N/A
N/A
N/A
N/A
N/A
N/A
$ 723.60
$ 39.96
$ 64.00
$ 352.80
N/A
N/A
N/A
$ 126.00
$ 406.00
$ 140.00
$ 5.90
$ 5.90
$ 5.90
$ 5.90
$ 28.00 $ 28.00
$ 40.00 $ 40.00
$ 3,454.72 $ 2,932.32
20 Table 6. Yearly input budget. These are some possible yearly purchases for the garden. Item
General Seeds
Greet It 64 oz. RTS Gluten Weed Preventer
Quantity
50
Make/Model #
N/A
Price
$ 3.95
Item #
N/A
Retailer
Total Cost
Johnny's Selected Seeds $ 197.50
1
272
$ 19.97
N/A
The Home Depot
$ 19.97
36 lb. Organic Nitrogen Fertilizer
2
100048741
$ 12.37
192291
The Home Depot
$ 24.74
Gas/Oil Expense
1
N/A
$ 100.00
N/A
Kwik Trip Inc.
$ 100.00
COOP/Intern Labor
3
N/A
$ 4,320.00
N/A
UW‐Stout
Grand Total
$ 12,960.00
$ 13,302.21
The yearly budget consists of general materials and hiring expenses that will be used on a yearly basis (table 6). Seeds may vary depending on the years as well as weed preventers and fertilizers. Weed killer and fertilizers were kept organic to promote sustainable and an unpolluted design. The COOP/Internship experience is set up to hire an operation manager, business manager, and a volunteer coordinator. Each will be paid a $9/hr rate at 40 hours a week for 12 weeks through the summer. Impact Analysis A Triple Bottom Line (TBL) analysis captures the essence of sustainability in that it depicts the financial and other impacts of an action or infrastructure on people, profit, and the planet. It is difficult to assign values using this, considering it measures things that usually have no definite value assigned to them. When we gauge sustainability in terms of the campus garden, we discuss aspects such as impacts on the campus and local community, impacts on the environment on campus and as a whole, and the budget it would take to start it up. Implementing a campus garden is a practical way to reduce the distance that food usually has to travel to get to campus, and the chemicals normally used to grow the vegetables. Of the total fossil energy burned in the United States, about 19 percent of that is used on our food system (figure 24). Of this 19 percent, about 7 percent is used for agricultural production, 7 percent for processing and packaging, and distribution and food preparation by consumers takes up the other 5 percent (Pimentel et al., 2006). 21 Figure 24. Relative percentages of the fossil energy that is used in the United States each year. Roughly 19% is used for the food system. Fuel emission for transportation of food from the producer to the store where we shop is having a detrimental impact on the environment. In fact, it is among the fastest‐growing sources of greenhouse gas emissions worldwide. Hauling foods around the world uses large quantities of fossil fuel, which in turn releases large amounts of carbon dioxide and other pollutants into the atmosphere. Even more energy goes into refrigerating and packaging to keep food cold and in good quality. Creating a garden on campus can decrease these carbon emissions, which we tried to quantify a bit below. We will not be growing enough produce to serve the whole campus, but less is still more when it comes to growing our own food. We know where it’s coming from, how it was grown, or if it was treated with anything, and it brings a new type of education, responsibility, and involvement to campus. 22 Table 7. Triple bottom line analysis of campus garden. 23 Besides the impact to the global community, implementing a campus garden will certainly affect the campus, the community and the local environment as well. Firstly, it takes a lot of cooperation between the organization and campus administration. However, in the long‐run, campus gardens can improve nutrition and physical activity of students, encourage community involvement, and even be economically important for a campus and its faculty. Possible impacts include: Grounds Crew Location is a big issue because of the little amount of available land on campus that is not currently being used. If we pick a location that is currently being used for something else, we have to think about how that can be resolved. The spot we chose behind Jarvis is currently being used for a snow pile location where the grounds crew plows the snow from the parking lot during winter. We have to make sure that we either find them another place to dump the snow from the parking lot or just use raised beds in our garden to avoid salt impact on our crops. Students Students are going to be benefitting from the experience of the garden the most. We want to make sure they have good experiences and don’t just see the garden as a burden that they have to maintain or as something that has no relevance to them. If we use a co‐op during the summer months, they would be the ones gaining experience. Hands‐on experience taking care of the garden would also teach students about healthy nutrition and keep them physically active and involved with other students, faculty, and the community. It has been proven that integrating environmental based education into the curriculum improves reading, math, science and social studies test scores and even reduces discipline problems in the classroom (The North American Association for Environmental Education). Faculty (from the university and from other schools) Teachers may not only be the ones to watch over the garden and the students working it, but they can also use it as a learning tool in their classes. It can be used to teach students about sustainable agriculture, responsibility for maintaining and growing plants, and just basic terminology as well. Elementary school teachers should be able to bring their students here and use it as a part of their curriculum. Although it is on campus, it should be open to the community, where people can come together and learn about sustainable agriculture while seeing the benefits that it brings to campus. 24 The University Having an on campus garden may bring in prospective students interested in getting hands‐on experience on campus other than inside a greenhouse. It adds property value and could bring in more students or people just interested in visiting campus for the beauty of the garden. Although it would bring in money in the long run, start‐up costs may run high. High start costs can be greater than $40 per square foot and around $168,000 or so for 4,200 square feet (100x35 sq. ft.) for a green roof. If the costs are something that the university cannot cover, it would come down to the campus garden work group to figure out how to implement it with what we can afford. Obtaining grants would be the best option for success. The Commons If crops from the garden are used in the commons or the food stands around campus, it may affect the businesses that the campus used to buy their produce from. We would be taking revenue away from someone else, and that is something we have to consider before deciding what we are going to do with our produce. The Community Having a garden on campus gives the community a sense of pride and ownership, knowing that there is something near their homes that is bringing such beauty to their neighborhood. People enjoy being able to walk through gardens that are maintained by people they know and care about, and it gets not only children involved, but also the elderly who would like to volunteer their time. The hoop house would be able to be taken down during the warmer months, so it will not be an eyesore, but during the winter months we feel it would create interest amongst curious students who may want to learn about sustainable agriculture and keeping a garden running in colder months. The Environment Growing and eating local food reduces CO2 emissions, fuel consumption, and keeps profit in the community. It may bring about beneficial pollinators other organisms beneficial for any landscape. Also, adding any green vegetation to campus can reflect as much as 20% to 25% of radiation from the sun. Also, a person can save about two pounds of carbon for every pound of fruits or vegetables they grow themselves (Super Challenge: Veg Out, 2012). For example, if grown for recreation, the produce from site 2 could save about 4,544 pounds of carbon that could have been emitted if transported here. If grown for production, site 2 could save roughly 18,032 pounds of carbon. 25 Figure 25. Food miles illustration. Food miles are considered the distance food travels from where it is grown to where it is sold. In highly developed areas, food has to travel farther in order to reach our grocery stores (figure 25). Locally produced food proves the best choice for minimizing global warming and other pollutants. In 2005, the import of fruits, nuts, and vegetables into California by airplane released more than 70,000 tons of CO2, which is equivalent to more than 12,000 cars on the road (Food Miles 2007). In fact, another study showed that when you combined all locally grown food, it still produced less carbon dioxide emissions in transportation than any one imported product. This environmental pollution can take a toll on people’s health such as high rates of asthma and other respiratory symptoms which can lead to children missing school at increased rates than in the past. Airplanes use roughly 165 gallons of gas per ton moved 1000 miles and can emit up to 4056 pounds of carbon. Boats use the equivalent of 4 gallons of gas per ton moved 1000 miles and about 97 pounds of carbon. Trucks use the equivalent of 30 gals of gas and emit 666 pounds of carbon per ton moved 1000 miles (Farmscape Ecology Program 2011). It’s difficult to quantify the environmental impact of our imported goods, but data analyzed of the impacts of importing agricultural products into the United States ports showed that almost 250,000 tons of global warming gases released were from importing food; this is equivalent to the pollution produced by more than 40,000 vehicles on the road or even two power plants. More than 6,000 tons of smog was released into the air, this being equivalent to almost 1.5 million vehicles or 263 power plants. There was also 300 tons of particulate matter released into the air, the equivalent of more than 1.2 million cars or 53 power plants (Food Miles 2007). 26 Appendix A: Season Extension When planting outdoors and directly into the soil, the climate is going to have a significant effect on our garden. Specifically, it is going to regulate our growing season. In this section, we will examine methods of season extension that would allow crops to be grown beyond their outdoor growing season, which will ultimately create a more productive garden. Growing seasons for any particular location vary widely from year to year. Very generally speaking, the growing season for an outdoor garden will last from the last spring frost to the first fall frost. The United States Department of Agriculture maps below show both the “Last Spring Frost” and the “First Fall Kill Frost” for the state of Wisconsin. Figure 1. Last Spring Frost (on left) and First Fall Kill Frost (on right) 27 From the maps above we can determine the general growing season for a garden on the UW Stout campus. The “Last Spring Frost” map shows Dunn County very close to 3 zones. Using this information, we can predict that a final frost will generally occur in early May. The “First Kill Frost” map shows Dunn County in between 2 zones. This forecast predicts the first fall frost occurring in late September. Using these maps as a guide shows that our campus garden will have a growing season lasting from the beginning of May through mid‐ to late September. Some plants will continue to produce past the first kill frost, and some plants can be sowed before the last spring frost; however, the most productive times will occur in the 5 month window described above. There are several methods that can be used to extend the growing season in our climate: low tunnels, high tunnels, floating row covers, and cold frames. Floating row covers are simply large sheets of material (usually plastic) which is laid over rows of crops. The crops support the weight of the material, allowing it to “float” above the crops. Low tunnels are similar to floating row covers, with the major difference being that low tunnels have PVC or metal hoops anchored into the soil that support the weight of the fabric. Cold frames, another option, are usually semi‐permanent structures that are low to the ground and contain a hinged transparent roof. They are usually small in size, and more suited for starting seedlings rather than raising crops to maturity. Our team has identified that using a hoop house will be the most cost‐effective and logical technique to use. Hoop houses are simple tunnel‐
like structures. They consist of arched support beams that are enclosed in plastic, which most often is polyethylene. Similar to a greenhouse, a hoop house traps heat through solar radiation. A hoop house can often maintain internal temperatures up to 20 degrees warmer than the outside air. Additionally, they help protect plants from excessive amounts of rain, and they provide protection from frost, dew, and wind. A properly operated hoop house can extend both the Figure 27. Example of a non‐permanent beginning and ending of a growing season by a hoophouse
month or more (Saling 2011). Hoop house Location & Orientation The rotation of the earth upon its tilted axis causes the sun to take a different solar path at different times of year. The diagram below shows the solar path that the sun takes from June 21st to December 21st at the exact latitude and longitude of Menomonie WI (44.87,‐91.93). As seen in the diagram below, on June 21st the sun peaks at around 70 degrees above the horizon facing true south. 28 Ideally, our hoop house will take full advantage of the sun’s energy during cooler months. To accomplish this, we will want the long axis side of the hoop house to face true south. The most practical location for the hoop house is at site 2, located near Red Cedar. If site restrictions prevent the hoop house from being oriented to the south, an orientation that is within 20 degrees of true south can still produce satisfactory results. In fact, “an orientation between 15‐20 degrees of true south will still provide about 90% of the solar capture of a true south orientation” (Ryan 2011) Figure 28. Solar Path Diagram (June 21‐Dec21) for Menomonie WI Hoop House Construction & Design Options Hoop houses are relatively inexpensive to construct, and can be moveable or permanent. For the campus garden, we propose a moveable hoop house structure. The primary goals that need to be considered when designing a hoop house are: collection of solar energy, prevention of heat loss in cold weather, and prevention of overheating in warmer months Most hoop house designs are very similar, and achieve similar rates of solar collection and heat entrapment. The most important design feature addresses prevention of heat build‐up. A wide, long, and arched tunnel has a higher ratio of air volume to plastic covering than a small tunnel. This results in a more gradual increase in temperature during daylight hours. In 29 addition, a larger structure will have higher sidewalls, which better facilitates cross‐ventilation. An example of a large hoop house set up for ventilation can be seen in Picture 2 on the right. Proper ventilation of a hoop house can reduce internal temperature up to 10 degrees F (Jett n.d.). Another hoop house design that can help regulate temperature is a ridged/peaked top containing vents. The steeper sloping walls that meet at a point are effective at corralling rising heat and humidity and directing it towards vents installed at the top of the structure. On days that are not excessively warm these vents can reduce or eliminate the need to raise the sidewalls. Picture 3 on the left shows the frame structure of a peaked hoop house. Our group recommends this peaked design as our first structure. The simple construction and low cost makes it an ideal structure. Additionally, the peaked hoop house structure provides an added benefit: increased support for snow loads during winter months. With a simple arched tunnel structure snow needs to be manually removed to prevent a catastrophic collapse of the structure. With a peaked structure, the pitched walls will often shed snow without added labor. Pre‐cut 2” x 4” supports can be added during expected storms, if necessary. Another way to address snow loads is through the spacing of the support arches. Typically, bows are spaced 4 feet apart, with trusses placed on every other bow. Also common is 5 feet of spacing with trusses on every bow (Flisch and Blomgren, 2007). Before making a final decision on the structure, we recommend contacting Richard Larrabee (Assistant Professor, UW‐Stout Construction Department) for professional opinion and guidance on bow spacing. Aside from the framing, the second major components of hoop houses are the film coverings. In this section, we will compare the advantages and disadvantages of 3 different popular film coverings (adapted from: Sustainable Season Extension: Considerations for Design, by David Ryan 2011). Single Layer Polyethylene Advantages: 
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Can be treated to reduce heat loss and prevent condensation buildup Simple and inexpensive treatments can provide resistance to cracking and tearing (ethyl vinyl acetate treatment) Easy to install Usually the lowest cost film Disadvantages: 
Easy to tear 30 
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Not transparent Lifespan of ~2 years Light transmission decreases over time Double Layer Polyethylene Advantages: 
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Can be treated to reduce heat loss and prevent condensation buildup Simple and inexpensive treatments can provide resistance to cracking and tearing (ethyl vinyl acetate treatment) Light Transmission of 60‐80% Disadvantages: 
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Expansion in warm weather/contraction in cold weather Light transmission decreases over time Easy to tear Not transparent Laminated Acrylic/polyester Film Advantages: 
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Very high light transmission (~90%) Can last over 10 years with proper care Durable acrylic provides weather resistance and polyester provides resistance to degradation in high temperatures. Disadvantages: 
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Framing structure must be designed to support the considerable contraction of the film in cold weather Very low fire resistance Temperature Regulation The most important maintenance task related to hoop houses is temperature management. A hoop house can generate tremendous heat, even on cloudy days. Many factors affect the temperature inside a hoop house, but “as a rule of thumb, hoop houses should be vented before the internal air temperature reaches 90 degrees F” (Upson 1997). Venting is the primary means of controlling temperature inside the structure, and it is achieved by raising and lowering the end walls and sidewalls. In some cases, simple venting may not be sufficient to control the heat. In June and July when outside air temperatures can reach into the 90 degree F range, the temperature beneath the hoop house may become detrimental to the plants. In this case, a shade fabric can be used to control the amount of sunlight hitting the polyethylene covering. Another alternative is to remove the plastic covering entirely. 31 Opposite of heat management is the prevention of heat loss. During cooler months there will generally be two major sources of heat loss: conduction and infiltration. Conductive heat loss is simply the transfer of heat across a gradient. The warmth inside of the hoop house will transfer through the film material, which is unavoidable. Infiltration is the leakage of cold air into the hoop house. We do not want the hoop house to be airtight, but we do want to limit the flow of outside air into the hoop house in order to prevent rapid fluctuations in temperature (Ryan 2011). In cases of extreme weather during the early growing season, blankets and empty cardboard boxes can be used to cover plants to prevent freeze damage. Hoop house costs and purchasing options As discussed above, hoop house construction is relatively simple and affordable. Using Richard Larrabee as a contact, there is a possibility that construction could be handled “in house” through use of student construction. Options for this include: student construction during a “Construction Technology” course, or by soliciting the service of the Student Construction Association. Both of these options require payment for labor and material costs, with a rough estimate of around $1200. Another option is to purchase a kit, which includes almost all of the material required to construct the hoop house, and allows for construction with minimal tooling and expertise. Farmtek, for example, offers a 20’ x 20’ “instant” hoop house kit for $2,669 (item# 103669). This kit offers heavy duty steel framing and a treated polyethylene covering with a 7 year lifespan. Many companies offer turn‐key solutions such as these. The USDA’s Natural Resource Conservation Service offers grant money for the construction of hoop houses or the purchase of kits. To apply for grant money, the University would need to contact Brunilda Velez at the NRCS offices in Menomonie. Her contact information is: (715) 232‐2614 ext 101, brunilda.velez@wi.usda.gov. Disposal of hoop house and environmental considerations The plastic film used to cover a hoop house has a finite lifespan. Lower grade plastic films may only last 2 seasons, and higher grade films may only last up to 5 seasons (USDA, n.d.). Once the useful life of a plastic film is over, a disposal issue is created. Recycling is the obvious choice for disposal. However, plastic films are not accepted at many recycling centers. The nearest location to UW‐Stout that accepts plastic films is the Dakota County Recycling Zone in Eagan Minnesota. Contact information can be found below. Dakota County Recycling Zone 3365 Dodd Road Eagan MN, Phone: 952‐891‐7020 Website: www.co.dakota.mn.us/EnvironmentRoads/RecyclingZone 32 Another significant environmental concern regarding hoop houses is the use of PVC building materials in their construction. There are many environmental and health concerns regarding the use of PVC. Recycling rates of PVC are very low. Under current conditions, “82% of PVC post‐consumer waste is landfilled, and 15% is incinerated; “Recycling rates are therefore very low, at only 3% of available post‐consumer waste” (Baitz et. al, 2004). The reason for such low recovery rates are likely due to the high costs associated with recovery, separation, and processing. The production of chlorine used to produce PVC is also incredibly energy intensive. In fact, the “production of chlorine for PVC uses as much energy as 80 medium‐sized nuclear power plants would generate. Chlorine production is an extremely energy‐intensive process that consumes about 1% of the world’s total electrical output” (Thornton, 2002). There is also evidence that leaching and degradation of PVC can have significant environmental impacts. For example, some of the compounds present in PVC, or produced at some point during its lifecycle, include chlorinated dioxins, phthalates, lead, cadmium, and many more (Thornton 2002). For this reason, our group proposes using metal support structures instead of PVC tubing for our hoop house. 33 Appendix B: Companion Plants Companion plants are plants that are considered to grow well when planted next to each other. Be it pollinator insects, nutrients and support, shade, or root excretions, certain plants thrive off of others while some may become hindered when planted next to others. In our case, many vegetables have natural substances in their roots, flowers and leaves that repel unwanted pests and attract beneficial insects. Although it wouldn’t necessarily hurt to grow these plants next to each other, our garden may thrive better if these considerations are kept in mind. The following list displays possible companion plants that we would include in our garden along with giving us an idea about which plants to keep separate. Table 1: Companion plant list for campus garden Plant Good Companions Bad Companions Potatoes, carrots, cucumbers, cauliflower, Onions, garlic, cabbage, Beans gladiolus, chives eggplant, most vegetables and herbs Strawberries, Cabbage family
Potatoes, celery, tomatoes, pole (Cauliflower, dill, beets, onions beans kale, broccoli) Carrots Peas, leaf lettuce,
chives, onions, leeks, tomatoes Dill Celery Leeks, tomatoes, bush beans, cauliflower, cabbage None Chives Carrots, tomatoes Peas, beans Corn Potatoes, peas, beans, cucumbers, melons, pumpkins, squash Tomato Cucumbers Beans, corn, peas,
radishes, sunflowers, lettuce Potatoes, herbs Eggplant Beans, potatoes, spinach None 34 Lettuce Melons Carrots, radishes,
(lettuce, carrots, and radishes are excellent together) strawberries, cucumbers, onions Corn, radish Onions Peas, beans Peas Carrots, radishes,
cucumbers, corn, beans, herbs Onions, garlic, gladiolus, potatoes, chives Potatoes Beans, corn, cabbage, eggplant Pumpkins, squash, cucumbers, sunflowers, tomatoes Radishes Peas, lettuce, melons, cucumbers Hyssop Spinach Strawberries, eggplant None Squash Nasturtiums, corn Potatoes Sunflowers Tomatoes Beans, spinach, lettuce, onions Cucumbers Chives, onions, parsley, asparagus, carrots None Beets, strawberries, tomatoes, lettuce Strawberries None Cabbage Potatoes Corn 35 Table 2: Spacing of vegetables in campus garden Plant Inches between
Plants Inches between
Rows Beans Cabbage Carrot Cauliflower Celery Corn Cucumber Eggplant Kale Lettuce Muskmelon Onion Pea Potato Pumpkin Radish Spinach Squash Tomato Watermelon 8 ‐ 10 18 ‐ 24 2 ‐ 4 18 ‐ 24 8 ‐ 10 2 ‐ 4 12 18 ‐ 24 8 ‐ 12 6 ‐ 12 18 ‐ 24 2 ‐ 3 1 ‐ 2 12 ‐ 18 24 ‐ 48 1 ‐ 6 2 ‐ 4 24 ‐ 36 18 ‐ 36 24 ‐ 72 36 ‐ 48 24 ‐ 36 12 ‐ 24 24 ‐ 36 24 ‐ 30 12 ‐ 18 18 ‐ 72 24 ‐ 36 18 ‐ 24 12 ‐ 18 60 ‐ 96 12 ‐ 18 18 ‐ 24 24 ‐ 36 60 ‐ 120 12 ‐ 18 12 ‐ 24 18 ‐ 48 24 ‐ 48 60 ‐ 120 Depth of seed (Inches) 1 ‐ 1.5 0.50 0.25 0.5 0.25 1 ‐ 1.5 0.50 0.25 0.50 0.125 1.00 1 ‐ 2 2.00 4.00 1.00 0.50 0.50 1.00 0.50 1.00 36 Appendix C: Crop Rotation When gardening, one must take into account the maintenance that goes into growing and upholding a garden for multiple years. Not only does proper planting need to be taken into consideration for optimal growth that growing season, but also crop rotation to keep the garden producing vegetables for many years to come. Crop rotation helps limit pests and weeds, maximizes soil quality, and even limits plant diseases without needing the assistance of chemicals. In a garden, each plant requires and uses different types of nutrients and may grow to various depths, both impacts soil analysis. Rotating them every growing season ensures a maximum nutrient balance while keeping weeds and pests to a minimum. Certain vegetables are easier to weed than others, so when one spot gets weeded attentively for one growing season, the next season it may be easier to manage if a vegetable that is harder to weed is planted in that site. When rotating crops, it may be best to allow at least 3 years before planting the same vegetable back in its original site. In some cases however, vegetables require the same nutrients and have the same insect pests. The following lists give a good indication of what type of soil certain vegetables need and what plants to follow in rotation. 
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The cabbage family, broccoli, cauliflower, cabbage, kale, radishes and turnips need soil that is relatively firm and moist, and benefit when planted in a site that beans were recently planted. The onion family needs soil that is rather well‐drained and can usually follow cabbage or potatoes with no issues, Peas and beans are often considered to be in the same family and can be planted after potatoes since they use some of the same nutrients. If possible, these should be planted before anything in the cabbage family because it has the capacity to fix nitrogen for these plants. o Beans may have problems with aphids, red spider mites, and bean flies. o Peas can experience diseases such as foot rot, pod, or leaf rot. Lettuces usually like well drained soils. One issue with lettuce is that they can easily become susceptible to pests, which is why it is especially important to rotate them. Tomatoes, potatoes, and pepper are like fertile, compost‐rich soil. Carrots and celery are pretty hardy plants and can grow in soils that have been stripped of nutrients from vegetables in the cabbage family or other nutrient‐loving plants. Squash, zucchini, watermelon, and cucumbers can grow along‐side anything in the cabbage family, but they may require compost before planting. They are pretty good about maintaining themselves without too much weeding required. 37 38 Appendix D: Good Agricultural Practices: By Ellen Jordan The campus garden will adhere to the principles of Good Agricultural Practices and therefore will maintain a balance among economic, environmental, and social goals. Main goals include providing fresh, responsibly grown, local food to campus entities as well as fostering a connection among students, campus, and the community through educational opportunities and cooperative work experiences. Water and soil are key elements in the basic infrastructure and success of a garden. Soil fertility will be encouraged through the use of composted organic matter instead of using chemical fertilizers. The design of the garden landscape will aim to maximize water retention on‐site through measures such as terracing, buffer strips, and mulching. This will in turn minimize the runoff of water and soil. Crop production will be influenced by a combination of local consumer needs and appropriate selection of annual and perennial crops including fruit and nut trees, intercropping of shade tolerant greens, and other annual crops. Wildlife habitats and landscape will be enhanced to accommodate a diverse range of organisms, including native pest‐predators, and will therefore increase the efficiency of crop protection. Other forms of crop protection will include those practices that minimize the need for agrochemicals. When agrochemicals must be used, potential negative impacts will be given full consideration and proper safety protocols will be followed with ample knowledge and appropriate equipment. On‐site harvest, processing, and storage of food will follow Wisconsin Department of Agriculture Trade and Consumer Protection through the development of a food safety plan. All garden operations will attempt to maximize efficiency, reduce the drudgery of human labor, diversify energy sources, and reduce overall energy use. These local‐level good agricultural practices incorporate existing regulatory frameworks as well as draw inspiration from broader GAP principles that promote environmental, economic, and social sustainability. 39 Appendixx E: IRB Exemption 40 Appendix F: Full List of Survey Responses Questions 2, 7 & 8 Question 2 Responses when participant selected “Other”: Both a and c I think there are so many ways this could help uwstout be sustainable a combination of all three! All of these sound good. don't make one. it's dumb All of the above! These are all great ideas! A combination of the above. Split up among these I really like all of the above options: Farmer's Market style sale, donating to local food pantries and using those in UW‐Stout dining services NOM NOM NOM I go to college online and don't visit Menomonie Both Farmers market and dining services, whatever is left from the farmers market that didn't get bought goes to the dining services to use Half and Half to Farmer's Market and donated to local food pantries All of the above! all the above Farmers market, donated, and used in dining services all of them! Why not all three? All of these options sounds wonderful! Either Farmer's Market style sale or given to those who contribute to the garden. All of the above. Finances have better uses elsewhere Market and Dining Service Question 7 Responses: Vegetables Tomatos, Lettuce tomatoes, lettuce peppers ect Edible foods Tomatoes, Peppers, Berries, Onions vegetables and herbs Carrots, spinach, lettuce, celery, potatoes, berries, apples, etc Onions, Cucumbers, Tomatos, Potatos, Fruit, Green Peppers, Raddishes, Green Beans, Corn All fresh and exoctic produce that can survive Veggies and other herbs things that can be used mostly edible stuff Zucchini, Squash, Tomatoes, Roses edible Vegetables of any kind 41 Question 7 Responses, Continued: carrots, potatoes, tomatoes, red potatoes, asparagus, green beans, purple beans, lettuce, sweet potatoes, onions, misc. herbs (basil, parsley, thyme, mint) Tomatoes, carrots, watermelon, peas, herbs and spices Edible and non edible arrangements...lots of vegetables!!!!! Edible corn, potatoes, carrots, cucumbers, tomatoes, apples, beans. lettuce, rubarb, watermellon, pumpkin, strawberries, pears, chili peppers, green peas Cilantro :) Edible: fruits and vegetables Fruits and vegetables rasberries, pears, eggplant, spinach, squash, strawberries, watermelon, anything else would be fine nothing flowers and vegetables I would like to see a Genetically Modified Organism (GMO) crop test site that would be available for use in Food Science lecture/lab and non‐MSC dining. Flowers, vegetables, fruits apples, beans, flowers (things that can be easily maintained) Watermelon, peas, carrots, tomatos, peppers, green beans non traditional vegtibles that are not often in the UW menu fruits, flowers, trees, plants, mainly edible, would be more worth the fee Green Beans, Roma Tomatoes Potatoes, Fruits, Leafy greens, Peas KALE! Also a variety of organic heritage varieties ranging from raspberries to tomatoes :) edibles Peppers Fruits, vegatables as well as flowers. Something colorful. potatoes, chives, onions, broccoli, cauliflower, corn, tomatoes, pumpkins, cucumbers Hot peppers, raspberries, soldier berries, huckleberries, pineapple (yes it's possible, look up pineapple pit), Apples, Cherries, Blueberries, grapes, hopps, plums, walnuts, wheat, crab apples, currants. raspberries, green peppers, tomatoes, peas, basil, sage, etc. Flowers, tomatos, potatos, carrots, broccoli, peppers, squash, herbs and other veggies Cherry Tomatos vegetables and fruit Rhubarb :) Edible anything Tomaotes, lettuce, cucumber carrots, tomatos, pumpkins Tomatoes, squash, butternut squash, onions, zucchini, cannabis, hemp, cucumbers, radishes, maybe some flowers ... 42 Question 7 Responses, Continued: edible I would like if there was an edible portion and a non‐edible portion of the garden Green onions, tomatoes, apple tree, peas, beans, squash, kolrahbi... All kinds of Herbs, beats, corn, strawberries, blue berries, pumpkins, cucumbers, and kale Totatos, carrots, green peppers, mushrooms, etc. Fruits and vegetables edible a variety of vegetables, a free "salad bar", herbs vegetables, herbs edible Anything that could be found in a local farmer's market, especially kale. snow peas Organic fruits and vegetables (doesn't have to be certified organic) Chives, Onions, lettuce, Dill, Peppers, tomatos, apples, watermelons, cucumbers, carrots, potatoes in a bucket? lettuce, sugar snap peas, green beans, tomatoes, carrots, squash, sweat potato, rhubarb, cilantro, basil, cucumber strawberries Tomatoes, potatoes, onions, carrots, lettuce, jalapenos, cilantro, peppers, carrots, cabbage Edible Strawberries, Raspberries, broccoli, asperigus, mint Basil Edible: Tomatos, peppers, onions.....etc. berries, beans, peas, pumpkins, squash Mainly vegetables; tomatoes, cucumber, lettuce Edible Heirloom varieties of common edible plants (tomatoes, eggplant, corn, zucchini etc.) and a few less common things. green beans no Tomatoes green beans potatoes carrots lettuce peppers spices /herbs melons Tomatoes, lettuce, carrots, strawberries, raspberries, cucumbers, peas, and anything else edible green beans, strawberries, squash, potatoes Strawberries and Rasberries, and maybe watermelon corn tomatoes peas carrots strawberries raspberries Vegetables, fruit, flowers, maybe put apple trees around campus tomatoes, corn (to be served on the cob), peas, purple/green beans, carrots, egg plant, brocoli (preferably all heirloom) edible Sweet Corn, Tomatoes, Hot Peppers (jalepeno, habenero), onions, herbs, vegetables such as carrots, peppers, tomatoes, lettuce, etc. 43 Question 7 Responses, Continued: Carrots,Potatoes,Corn,Onions,Radishes.... beans Edible variations herbs, potatoes, beans, tomatoes, lettuce red/green peppers Question 8 Responses: Learning about plants and interactions with nature sustainability way for students to get fresh vegetables and also interested in gardens Fresh and healthy food food and nutrition students can learn about creating and maintaining community gardens healthy, sustainable, profitable Support towards healthy eating options Healthier eating, bringing students together Students would be able to eat fresh produce, and help cut costs of having to drive to go buy produce, and it would help other members of the community Increase biodiversity and bring more opportunites for healthier food to the campus and students I think it will help promote healthier eating on campus if there was a source of fresh produce. i like this idea a lot! I think it would be great to be able to buy fresh produce made right at my school! Education for those involved, and a local source of fresh food and flowers for the community. fresher prodece, closer to the 'farm', healthier A more accessible way to get healthy food at a reasonable price, free from chemicals It would help with the "green" campus and be inspiring to students interested in gardening. It would be a good example to other universities and potential students and parents. Expose students to gardening I think it would be good to grow a garden to promote eating locally and eating more fresh produce and if it was donated, it would help people who are poor and hungry to get more fruits and vegetables into their diet instead of just cheap, processed food. Some of the food could also be used for the dining halls because it would be fresher produce and it would probably be cheaper for the university to grow some of its own food. Community A healthy option for the students! We don't have anything like that!! The food could be donated to help people in need and it would add to the beauty of the UW‐Stout campus it would bring an organic and higher quality meal than what we have now and it would give a more diverse menu on campus Healthy, local grown foods. Fresh fruit and veggies in the commons. Donations made to local food pantries. More participation and understanding of the local community! better access to healthy foods, teaches people about healthy eating and gardening, good volunteer 44 Question 8 Responses, Continued: opportunity An awareness of the resources (time/money/work) needed to produce the food we eat. It would promote organic growth of food and show students that eating healthy can be fun and exciting! I believe such a program would give students an opportunity to practice stewardship and a sense of ecological contribution to the Stout community that goes beyond recycling our coffee cups in the MSC. I think it would enrich our school and could potentially make some classes more hands on Better understanding of food splicing technology for food science understanding and functionality in career fields through study branching. Students who choose not to eat at University Dining Services would be able to use the food they purchase from the garden to eat healthy on their own, learn about growing plants and the different climates they require. good for classroom instruction and to see what the campus can do to support this garden. Gardens make everyone happy Teaching students how to maintain a garden as well as what it can do Be able to raise money by selling the produce at a farmers market and have more healthy food options Community activity, volunteerism, Feeling of being proud that you raised something (People rarely ever feel this), promote multiculturalist agriculture sustainability is a major goal for me. Having organic, sustainable crops is beneficial for health and the environment. by sending email, by doing the meeting, by explaining to prof. so they can explain to their students in class, less expensive organic foods for students, aesthetic appeal, lessen emissions from shipping foods into town Sense of community, hands on work, pride in the items that are grown... we would have access to fresh and cheaper food Teaches food self‐sufficiency, promotes healthy lifestyles, could benefits students and community members alike It could make botany class much easier assuming the location is on or near campus. I feel like it would help get students engaged in gardening and organic foods which is something that can benefit us all. I think it could benefits students educationally and allow students a healthier eating option. It could also create a greater sense of community among the campus. I would love to see this happen since I have strict dietary restrictions (gluten allergy and vegetarian). responsibility and community Fresh Veggies Connect us to the earth, help us understand where our food comes from and add more color and beauty to campus. having a garden and up keeping it is a skill that many people can keep and use throughout their lives It would be able to be used to teach students and coordinate it with Biology classes while providing produce. I am a distance education student ‐ graduating in May, but, being from Appleton, WI, ‐ Lawrence University has a campus garden that is very successful. The garden vegtables are used to feed the students and staff at the university. If nothing else, it is a cost savings, a learning experience, and a benefit to the university. 45 Question 8 Responses, Continued: Lawns are a waste of space and resources. Theat ground is better put to use as orchards and gardens. Fresh food, save money fresh fruits and vegetables are extremely expensive at the store. having a place where they might be cheaper would be very beneficial to students. hopefully reduce some of the food costs for the dining service, be able to have hands on learning for any agriculture related majors of food tech majors It will bring a common interest among students and staff, create heathier food for students and staff, Home‐grown vegetables and fruits are healthier than canned and mass produced vegetables. sustainability health, learning how to grow things, fun Organic, learning opprotunity A great way to learn about gardening as well as helping out our community. Something to talk to, fresh food, the joy of caring for things, something to do... It would be nice for students to participate and to be able to harvest would be exciting Fun Most non resident students at Stout do not have garden space and this would give them an opportunity to do so while benefiting the rest of the Stout community with fresh produce. Voulnteer opportunities that even people without cars can easily get to, volunteer opp., for people who like to garden but can't since not at home and in the city, outdoor activity that's fun, community building event, really great for plant classes and such, etc. Educational opportunities gardens can be beautiful, instructive, and health‐promoting Greater unity within the campus Lets do it! sense of community locally grown produce at the Commons/MSC It would be nice to have access to a greater variety of fruits and vegetables than what is currently offered around campus at the carts and within the MSC, I also think that people in general are becoming more interested in knowing where their food is coming from and how it is grown and a campus garden could further this interest. It would be beneficial if the campus uses the food we plant to serve in the Dining Services. Therefore, students are getting natural fruits and veggies. Donating to local pantries is also another good thing. I feel that the application of a campus garden would give students the opportunity to see how food is brought to a table, gives students alternative events, and gives students in classes the opportunity to work closer to campus. It would provide a way for Stout to work towards Self‐sufficiency/sustainability If food could is used in dining services, students can eat healthier and be aware of what they are eating. It has great educational potential for the biology department and any courses related to sustainability. This is also a great way for students to help the community if some of the food is donated to local pantries such as Stepping Stones. I personally could care less about this project, but other people could be interested in this and it is a good way to show sustainability on campus. permaculture, education for community, a role model for other businesses and schools. great for marketing. plenty of garden space of building roofs! reduces heating costs and carbon footprint. 46 Question 8 Responses, Continued: show responsibility and help out the community. cheaper and healthier food options for students! and an opportunity to learn about gardening and plants I think this is a great idea!!! New educational tool, past time and interesting site! Bring people together Gardening can reduce stress, students could connection with nature, creates a sence of school pride, and helps build an active learning It would be awesome to have fresh produce! I believe that students will see how much work for farmers, and have a better understanding of how things grow. Teach students how to grow their own food and be a little self‐sustaining, encourage healthy eating, environmentally friendly, just plain fun and a cool idea Having something to take pride in brings the Stout community closer, and having fresh produce grown locally is more healthy, ecologically beneficial, and would bring pride to our community. Campus garden could make some people feel that they have more of a say in what they get to eat if it is used at the dining areas. It's a logical step in the continued movement to get people to understand more about their food and their environment. help people understand how to properly take care of a garden, how to use team work to get a common goal (grow food) Easy access for healthy food It's important to know where your food comes from. We shouldn't be paying for chemically enhanced GMO produce that can be produced cheaper and healthier fright here at stout. I think it would improve the food in the campus dining, bring the school and community together, and help students get involved on campus. It would make stout look nicer. All the grass in dead besides by the msc. I've been to colleges that keep are of all there lawn well kept. Probable should offer more school jobs to keep it well. support locally grown foods, fresh and more healthy eating more opportunities for fresh veggies and fruit to students help people who cant feed themselves The Nutritional value, of having fresh locally grown produce, alone would make it worth it. Since even "organic" produce from stores is often at least a week old by the time it hits shelves Waste of money 47 Appendix G: Meetings and Conversations 2/5/13 – Exchanged names and numbers Dan Dressel 847‐791‐6984 Lucas Lee 651‐468‐9441 Jordan Bauer 715‐651‐1998 Chelsey Baranczyk 920‐676‐1674 From: Jordan, Ellen To: Lee, Lucas ; 'Trevor Peterson' [petersontr@uwstout.edu] ; Kneeland, Arthur (kneelanda2006@uwstout.edu) ; Stickles, Evan ; Cameron, Adam ; Hain, Katelyn ; Peterson, Kerry (petersonke@uwstout.edu) ; Rykal, Sarah [rykals@uwstout.edu] ; Russell, Mariana [russellm4882@my.uwstout.edu] ; 'katieshafter2@hotmail.com' ; Bauer, Jayna ; Waltman, Nicholas Wednesday, February 13, 2013 7:28 PM Good afternoon, Mark your calendars because we have a meeting next week! =) I tried to book a meeting room in the MSC but they are all taken for FCCLA. If everyone is okay to meet at the Raw Deal let's plan on that. Here's the info: Campus Garden Work Group Meeting Thursday, February 21st, 2013 12:30‐1:30 PM The Raw Deal See you soon! Ellen Jordan From: Jordan, Ellen To: 'Trevor Peterson' [petersontr@uwstout.edu] ; Kneeland, Arthur (kneelanda2006@uwstout.edu) ; Stickles, Evan ; Cameron, Adam ; Hain, Katelyn ; Peterson, Kerry (petersonke@uwstout.edu) ; Rykal, Sarah [rykals@uwstout.edu] ; Russell, Mariana ; katieshafter2@hotmail.com ; Bauer, Jayna ; Waltman, Nicholas ; Lee, Lucas 48 Wednesday, February 20, 2013 1:12 PM Hello everyone, Just a reminder to all who can make it that tomorrow is our first meeting of the semester! Here is the info: Campus Garden Work Group Meeting Thursday, February 21st, 2013 12:30‐1:30 PM The Raw Deal See you then! Ellen Jordan From: Jordan, Ellen To: 'Trevor Peterson' [petersontr@uwstout.edu] ; Kneeland, Arthur (kneelanda2006@uwstout.edu) ; Stickles, Evan ; Cameron, Adam ; Hain, Katelyn ; Peterson, Kerry (petersonke@uwstout.edu) ; Rykal, Sarah [rykals@uwstout.edu] ; Russell, Mariana ; Bauer, Jayna ; Waltman, Nicholas ; Lee, Lucas Attachments: Meeting Room Request.JPG (45 KB ) Monday, February 25, 2013 3:27 PM Hello, I have reserved a room for our next meeting this Thursday. The confirmation is attached. Info below: Campus Garden Work Group Thursday, February 28, 2013 STUC ‐ Willow/Walnut 12:30 PM ‐ 1:30 PM See you Thursday! Ellen Jordan 2/21/13 Campus Garden Meeting Joe Ramy – Community Garden President 307‐699‐3878 49 JoeRamy@gmail.com Facebook.com/Joe.Ramy Scale: On campus – Stout property ‐ Start small (won’t be able to produce food for all campus) Funding for workers Campus interest (volunteering) ‐ Survey Location (possibilities) ‐
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Main lawn? (south of student center) Would people need card access? More security o Yet don’t want students to think they can’t go near it ‐ Edges near outdoor classroom ‐ Areas to west by tennis courts (conservation easement?) ‐ Behind Jarvis (snow dump)** ‐ North Campus (between foundation and JTC) ‐ 100 x 100 or less ‐ Patch of grass by library (low sun exposure though) o In middle of campus ‐ Several small plots? Season extension eventually Crops ‐ Lettuces ‐ Beans ‐ Carrots (sell bags of carrots) ‐ Squash ‐ Snow peas ‐ Wood sorrel ‐ Tomatoes Green Roof possibility ‐ Redoing roof of different structures – JTC when they redo Having a harvest party in the fall every year Governing units ‐
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SAEA governing unit Co‐op during summer 50 ‐
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Funding Train someone to train volunteers Develop constitution for garden‐ Look at community garden ‐ Grants ‐ $1.00 from peoples tuition charges Mapping spots ‐
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Areas Traffic Possible locations o Rank positives and negatives Develop budget ‐
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Supplies needed Labor Shovels Fencing Hoop houses Seeds Shed Goals: 1. Bring Master Gardener training back to stout a. For staff and students b. Fit into curriculum 2. Bring students into town/ get involved in the town a. Grade school teachers‐ science courses 3. Provide high quality produce to a salad bar on campus a. Season extension b. Window growing Hope to have proposal done by this semester*** ‐
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Space to do it this summer to get a start? Trial runs in community garden 2/26/13 – Walked campus looking for locations Jarvis site dimensions 51 HKMC dimensions Dressel, Daniel Lee, Lucas ; Baranczyk, Chelsey ; Bauer, Jordan ; Dressel, Daniel Tuesday, February 26, 2013 9:00 AM Here is a link to a presentation on campus gardens at other UW schools that I found online: http://www.uwsa.edu/oslp/sustainability/Meeting%202011/Trevor%20Gardens.pdf It's pretty short but has some good facts about each garden. I've also attached a draft list of possible survey questions that we can go over for our meeting. I started the IRB training and emailed the Qualtrics support office to schedule a Qualtrics training meeting. 52 2/26/13 – Survey Questions Draft On a scale of 1‐10 how interested are you in UW‐Stout creating a campus garden (1 being no interest, and 10 being very interested)? If a campus garden were created, what would you like to done with the harvest? a. Farmer’s Market style sale to the community b. Farmer’s Market style sale to UW Stout students and faculty c. Donated to local food pantries d. Used on campus (dining services) How likely is it that you would volunteer to help with the campus garden? Not Likely / Somewhat Likely / Very Likely Please rate your interest in working as an Intern or Co‐op in UW‐Stout campus Garden (1‐10) Would you like for a campus garden that can be utilized for academic instruction? Yes / No Would you be willing to pay a fee of $1 dollar per semester added to your tuition bill to fund the installation and maintenance of a campus garden? Yes / No What would you like have grown in a UW‐Stout campus garden? Please list any benefits that you feel a campus garden would bring to UW‐Stout From: Jordan, Ellen To: 'Trevor Peterson' [petersontr@uwstout.edu] ; Kneeland, Arthur (kneelanda2006@uwstout.edu) ; Stickles, Evan ; Cameron, Adam ; Hain, Katelyn ; Peterson, Kerry (petersonke@uwstout.edu) ; Rykal, Sarah [rykals@uwstout.edu] ; Russell, Mariana ; Bauer, Jayna ; Waltman, Nicholas ; Lee, Lucas Thursday, February 28, 2013 12:21 PM Hello, I won't be attending the meeting today for the Campus Garden Work Group. I am ill and working on recovery. Please send notes from today! Thanks, Ellen Jordan 53 From: Rykal, Sarah [rykals@uwstout.edu] To: Jordan, Ellen ; Trevor Peterson [petersontr@uwstout.edu] ; Kneeland, Arthur [kneelanda2006@uwstout.edu] ; Stickles, Evan ; Cameron, Adam ; Hain, Katelyn ; Peterson, Kerry [petersonke@uwstout.edu] ; Russell, Mariana ; Bauer, Jayna ; Waltman, Nicholas ; Lee, Lucas Thursday, February 28, 2013 12:27 PM I won't be able to make it either, but I have managed to get a few leads on potential locations from Parking and Housing. I'll be in touch soon with those. Thanks, Sarah From: Stickles, Evan To: Jordan, Ellen ; 'Trevor Peterson' [petersontr@uwstout.edu] ; Kneeland, Arthur (kneelanda2006@uwstout.edu) ; Cameron, Adam ; Hain, Katelyn ; Peterson, Kerry (petersonke@uwstout.edu) ; Rykal, Sarah [rykals@uwstout.edu] ; Russell, Mariana ; Bauer, Jayna ; Waltman, Nicholas ; Lee, Lucas Thursday, February 28, 2013 1:40 PM Well I enjoyed a pleasant meeting on my own. Ate and drank well. Otherwise, didn't get too much done. Maybe next week! Much love, ~Evan From: Russell, Mariana To: Jordan, Ellen Cc: Trevor Peterson [petersontr@uwstout.edu] ; Kneeland, Arthur (kneelanda2006@uwstout.edu) ; Stickles, Evan ; Cameron, Adam ; Hain, Katelyn ; Peterson, Kerry (petersonke@uwstout.edu) ; Rykal, Sarah [rykals@uwstout.edu] ; Bauer, Jayna ; Waltman, Nicholas ; Lee, Lucas Thursday, February 28, 2013 2:32 PM 54 Sorry guys, was at work. Evan, you rock. From: Kneeland, Arthur [kneelanda2006@uwstout.edu] To: Russell, Mariana ; Jordan, Ellen Cc: Trevor Peterson [petersontr@uwstout.edu] ; Stickles, Evan ; Cameron, Adam ; Hain, Katelyn ; Peterson, Kerry [petersonke@uwstout.edu] ; Rykal, Sarah [rykals@uwstout.edu] ; Bauer, Jayna ; Waltman, Nicholas ; Lee, Lucas Thursday, February 28, 2013 3:20 PM Ha, I thought it was at 4. Wow… Retry again next week??? Arthur From: Lee, Lucas To: Kneeland, Arthur [kneelanda2006@uwstout.edu] ; Russell, Mariana ; Jordan, Ellen Cc: Trevor Peterson [petersontr@uwstout.edu] ; Stickles, Evan ; Cameron, Adam ; Hain, Katelyn ; Peterson, Kerry [petersonke@uwstout.edu] ; Rykal, Sarah [rykals@uwstout.edu] ; Bauer, Jayna ; Waltman, Nicholas Thursday, February 28, 2013 3:50 PM So were we supposed to meet in Willow/Walnut room? I was there today from 12:30 to 1:00 and no one showed up. ‐Lucas From: Kneeland, Arthur [kneelanda2006@uwstout.edu] To: Lee, Lucas Thursday, February 28, 2013 4:00 PM Haha, 55 I bet you where there and evan was at the raw deal… Then everyone else was sick or like me forgot and just went to lunch. Sorry, Arthur From: Jordan, Ellen To: Lee, Lucas ; Kneeland, Arthur [kneelanda2006@uwstout.edu] ; Russell, Mariana Cc: Trevor Peterson [petersontr@uwstout.edu] ; Stickles, Evan ; Cameron, Adam ; Hain, Katelyn ; Peterson, Kerry [petersonke@uwstout.edu] ; Rykal, Sarah [rykals@uwstout.edu] ; Bauer, Jayna ; Waltman, Nicholas Thursday, February 28, 2013 4:31 PM Yes, Lucas that was where we were supposed to meet. I'm sorry that no one showed up. It seems Evan had a meeting by himself too. Like Arthur said, let's retry again next week! I booked a the Oakwood room for us. Ellen Jordan From: Stickles, Evan To: Jordan, Ellen Cc: Lee, Lucas ; Kneeland, Arthur [kneelanda2006@uwstout.edu] ; Russell, Mariana ; Trevor Peterson [petersontr@uwstout.edu] ; Cameron, Adam ; Hain, Katelyn ; Peterson, Kerry [petersonke@uwstout.edu] ; Rykal, Sarah [rykals@uwstout.edu] ; Bauer, Jayna ; Waltman, Nicholas Thursday, February 28, 2013 4:35 PM I was at the Raw Deal! Rats! ~Evan Stickles From: Lee, Lucas To: Rykal, Sarah [rykals@uwstout.edu] 56 Friday, March 01, 2013 7:13 AM Hi Sarah, We need to put together a short presentation for class on Tuesday. Can you let me know what locations they had mentioned so we can include them? Thanks, Lucas From: Rykal, Sarah [rykals@uwstout.edu] To: Jordan, Ellen ; Trevor Peterson [petersontr@uwstout.edu] ; Kneeland, Arthur [kneelanda2006@uwstout.edu] ; Stickles, Evan ; Cameron, Adam ; Hain, Katelyn ; Peterson, Kerry [petersonke@uwstout.edu] ; Russell, Mariana ; Bauer, Jayna ; Waltman, Nicholas ; Lee, Lucas Friday, March 01, 2013 3:13 PM Hi everyone, After talking to Keith McCarten and Scott Griesbach, we have 5 possible options for garden locations right now. I'm uploaded a PowerPoint of photos for each location to the Sustainability website (because it wouldn't fit in this email), to give you a better idea of what these look like. My favorite at this point is option #2, behind Red Cedar Hall, but we can discuss at our next meeting. Let me know if you have any questions. The PowerPoint is here: http://www.uwstout.edu/sustainability/food.cfm Click the "Potential Campus Garden Locations [PowerPoint]" link. I'll take it down from the website in a week or so, so please check it out. Thanks, Sarah From: Rykal, Sarah [rykals@uwstout.edu] To: Lee, Lucas Friday, March 01, 2013 5:22 PM Hi Lucas, 57 d I sent out the link to the PowerPoint slides earlier today. If you didn't get it, it's here: Potential Campus Garden Locations [PowerPoint] Thanks, Sara From: Lee, Lucas To: Rykal, Sarah [rykals@uwstout.edu] Friday, March 01, 2013 8:37 PM Thank you! Baranczyk, Chelsey Bauer, Jordan ; Lee, Lucas ; Dressel, Daniel Saturday, March 02, 2013 2:30 AM Attachments: (2) Download all attachments Budget.docx (15 KB ) [Open in Browser ]; Proposal.docx (14 KB ) [Open in Browser Lee, Lucas Baranczyk, Chelsey ; Bauer, Jordan ; Dressel, Daniel Attachments: campus garden locations.pptx (16 MB ) [Open in Browser ] Saturday, March 02, 2013 2:41 AM Hey everybody. I just got this in an email from Sarah. Bauer, Jordan Lee, Lucas ; Baranczyk, Chelsey ; Dressel, Daniel Saturday, March 02, 2013 4:31 PM https://docs.google.com/document/d/1vooxi1cBXjrUlplF2FsS387wbR8CEgOak86W98s1Gp4/edit?usp=s
haring Hey everyone, 58 Here is the link to the proposal that Arthur sent me that the group started. He made it so we can edit it if we want. Baranczyk, Chelsey Bauer, Jordan ; Lee, Lucas ; Dressel, Daniel Attachments: (2) Download all attachments Meeting_Minutes.docx (1 MB ) [Open in Browser ]; CampusGarden_Proposal.docx (384 KB ) [Open in Browser ] Sunday, March 03, 2013 3:29 PM Hey guys, Here's my part so far and I emailed everyone the working budget earlier. The map I made was of our locations that we thought about before we got their map, so we can probably just include both! Dressel, Daniel Lee, Lucas ; Baranczyk, Chelsey ; Bauer, Jordan ; Dressel, Daniel Attachments: Campus Garden Class Update.pptx (1 MB ) [Open in Browser ] Monday, March 04, 2013 3:54 PM Here is the powerpoint that I put together. I left a couple of slides blank for Jordan's rooftop garden info. Feel free to add or change anything. Dan Baranczyk, Chelsey Dressel, Daniel Monday, March 04, 2013 3:56 PM That looks really awesome! Great job! Bauer, Jordan Dressel, Daniel ; Lee, Lucas ; Baranczyk, Chelsey 59 Monday, March 04, 2013 4:33 PM Yeah thanks Dan, I've started on the slides for the green roofs already but I'll add to what you have for sure. So are we suppose to have a started proposal for this with all the information that we have because once again she doesn't tell us what we need.. So do we want to just add to the proposal that Arthur has formulated plus the power point? I think that should be enough to present to the class and also I just remembered that we need to keep all the important emails that we send back and forth to include into our paper so don't delete those emails!! Let me know what you think and I'll send back a finished power point with my slides done back to everyone. Thanks. Jordan Lee, Lucas Dressel, Daniel ; Baranczyk, Chelsey ; Bauer, Jordan Monday, March 04, 2013 5:07 PM Do you think we should add in the locations that Sarah shared with us? I'm kind of guessing that it will end up in one of those spots. Bauer, Jordan Lee, Lucas ; Dressel, Daniel ; Baranczyk, Chelsey Tuesday, March 05, 2013 12:01 AM Hey guys I'll finish my part for the green roof additions and I'll add the sites that Sarah gave to us somewhere in the power point. After I get that done I'll send the power point back to everyone. I'll be done with it tonight sometime. Jordan Bauer, Jordan Dressel, Daniel ; Lee, Lucas ; Baranczyk, Chelsey Attachments: Campus Garden Class Update.pptx (18 MB ) [Open in Browser ] Tuesday, March 05, 2013 3:34 AM Alright guys I made a few modifications and added the garden roof information which I might have went a little overboard on initially for this preliminary presentation but I think it'll fit in good for our final project. I also added what Sarah sent to us on the other locations and integrated that into the power point. We can modify it later but I think for our purposes it fits in okay. So let me know what you guys think.. Dan, I was thinking about that too and I'm not sure. I mean we do have the initial proposal that we got from Arthur to add to so it is a good start. What does everyone else think? 60 Jordan Lee, Lucas Bauer, Jordan ; Dressel, Daniel ; Baranczyk, Chelsey Wednesday, March 06, 2013 12:00 AM Chelsey and I chatted today after our class was done. We thought it might be a good idea to each type a short paper section for our write‐up for Thursday. Also, type up any communications you have had. How does that sound? Dressel, Daniel Lee, Lucas ; Bauer, Jordan ; Baranczyk, Chelsey Wednesday, March 06, 2013 1:03 AM Yeah thats probably a good idea. There is actually a grading rubric/criteria for the class update posted on D2L. I'm not sure we have really addressed many of the things on the rubric....we might want to meet up tomorrow Bauer, Jordan Baranczyk, Chelsey ; Dressel, Daniel ; Lee, Lucas Wednesday, March 06, 2013 3:22 PM Hey guys, So Chelsey and I talked about what were going to do and I'm going to start out writing the current conditions and background to our progress report and she is going to start with the impact analysis. The information for what we need is on the criteria that she sent out. So after we get done what we can we'll pass it on to you guys to edit and add anything else that seems necessary. We'll just do the best we can for what she's asking I guess and see what happens. The presentation part is done for the moment until we add to it more later I think. So if you guys have any questions or concerns let me know! Thanks Jordan Dressel, Daniel Bauer, Jordan ; Baranczyk, Chelsey ; Lee, Lucas Wednesday, March 06, 2013 4:53 PM 61 That sounds good. According to the criteria there won't be much to add to current conditions, backgroud, and impact analysis. The rest of the criteria is just stuff related to style and presentation. I'll keep a look out for your guys' emails and respond with any edits or additions. Dan Baranczyk, Chelsey Dressel, Daniel ; Bauer, Jordan ; Lee, Lucas Attachments: CampusGarden_Proposal.docx (4 MB ) [Open in Browser ] Wednesday, March 06, 2013 5:05 PM Hey guys, I haven't included anything about impact analysis or current conditions yet, but I kind of just typed up our powerpoint so it was in word format. Some parts are in 2 columns because it just looked too choppy the other way, but we can mess with the formatting later if we want. Feel free to add to the meetings and conversations part if you have your own emails between people. I did not include our most recent emails in it either. It's just a start, but like I said change it as you would like! Chelsey Baranczyk, Chelsey Dressel, Daniel ; Bauer, Jordan ; Lee, Lucas Wednesday, March 06, 2013 7:18 PM Hey guys, I updated our report and included a cover page (feel free to change color scheme if you want‐‐ I just used the one that it came with). I also added in some of our more current emails ‐ I feel like one at a time people should add in any emails they may have had and try to keep them in order by date (I suggest one at a time otherwise it may get confusing with people adding it in) and then just email it to the next person to add in their emails. I included the impacts section... I hope that is kind of what she is looking for, but like I said before, feel free to change it or add to it if desired. Thanks guys! Chelsey 62 3/7/2013 Campus garden committee meeting Site options 1.
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Less visible Morning shade (sites 1&2 probably best) Shade, hoop house, tree removal, mushrooms, fruit trees, lettuces -
Outline document Water is an issue at most sites Compost issues – personal compost? Coffee grounds? Volunteers eat from gardens, design outdoor ovens Garden parties – get people involved Arthur – Letters of support -
Dressel, Daniel Lee, Lucas ; Baranczyk, Chelsey ; Bauer, Jordan Tuesday, March 12, 2013 7:19 PM Guys, I have finished Qualtrics training and created our survey. I am going to ask Martha to sign the IRB application on Thursday. According to Mike from the IRB office, the turnaround should be very quick. The next step involves applying for a distribution list. From what I've learned at my training session, we almost certainly cannot send this out to 100% of the student body. On the distribution application we will have to ask for either a percentage of the student body or a specific number of students to send the email to (keeping in mind that ~20% of recipients will end up completing the survey). The University can deny us a distribution list, but a reasonable request is highly likely to get approved (5‐10% of the student body). It obviously wouldn't be wise to send the survey out to students right as they are leaving for spring break, so right now we are looking at the survey launching after we return from spring break. Dan 3/14/2013 63 Campus garden committee meeting Need to fill out land acquisition forms Write up for GAP (Good Agricultural Practices) Budget items 1.
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$1500 for bike trailer No gas powered tiller? Cordless drill tiller (Johnny seed) $3000 for garden shed Stipend for laborers a. Apartment in Red Cedar Hall? b. Housing/dining for summer c. Calculate dollar amounts for services d. Provide payback for housing/dinning with produce Workers (2‐4) from different programs (education, science, business, nutrition, etc) -
Housing? Monetary stipend? Will need people hired to work garden, not just volunteers Infrastructure for garden 1.
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Hoop houses Water Electricity Tractor Composting (plant materials) Rain barrels – inside shed? Requires beefy infrastructure/ water reservoirs Site 2. Eyes on site (probably best site) ‐pro – can see it, easier water/electrical access, greater buy‐in from housing ‐con – composting not possible? Disturbance? Best case scenario = get sites 1, 2, and 4. 1. Storage site 2. Garden – community, education, hangout, use Red Cedar for storage and processing 4. Orchard – green space, usable green space. Come up with list of pros and cons for each site -
Justify reasoning for wanting them all 64 Community outreach – benefit campus departments and officials Prioritize proposal – to vice chancellor -
Pro/con list or decision tree for site selection Stout garden should be original Garden internships o Business, art, science, education o Teaching experience Uses for produce 1.
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Sell to hospitality tourism restaurant Quality food production class Local meal Experimental RSA/CSA while production is low No farmers market stand or selling at Co‐op a. Do not compete with locals Lee, LucasActions MDressel, Daniel ; Bauer, Jordan ; Baranczyk, Chelsey Thursday, March 14, 2013 11:10 PM You replied on 3/15/2013 12:10 AM. I emailed Sarah, and she said we could map everything. That should be a nice contribution from our group. I also told her about our name idea, and she said," I love UW‐Sprout! That's fantastic!" So should just that be our title or should it be something like "UW‐Sprout: A Campus Garden Proposal"? ‐Lucas Baranczyk, ChelseyActions MLee, Lucas Friday, March 15, 2013 12:10 AM Wow, that's awesome!! And I'm glad she loves that name! Haha, and yeah that title sounds nice! Should we email our teacher that title then? 65 Bauer, JordanActions In response to the message from Lee, Lucas, 3/14/2013 MLee, Lucas ; Dressel, Daniel ; Baranczyk, Chelsey Friday, March 15, 2013 2:32 AM NICE!! How about ''UW‐Sprout: A Campus Garden Story''? I think proposal in that title is kinda lame no offense Lu :) Dressel, DanielActions MBauer, JordanCc:MLee, Lucas ; Baranczyk, Chelsey Friday, March 15, 2013 5:07 AM Nice! I actually like "proposal" better than "story"....mainly for the reason that it is, in actuality, only a proposal...just my two cents but I don't think what we have is a "story" in any sense of the word. Dan Campus Garden Meeting – 3/28/13
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Map out sites Measure Budget o Estimated output o How much will it cost to put in range of fruit trees? Where to get seeds Start with soil instead of raises beds Focus on lettuce, kale, carrots ‐
Go with plants that aren’t nutrient hogs Test soil for nutrients ‐
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Budget How much per sample? – Contact testing site Test for salt and possibly automotive contamination Test nutrient levels too 66 ‐
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Fence – deer fencing around fruit trees Tiller Get construction majors to build shed Bicycle trailer – “Bikes at work” Hoop house? – Size need Seeds o Strawberries o Trees o Plums o Apples o Cherries o Hardy peach? o Berry bushes o High‐bush cranberries o Currants Do everything by hand first before using tiller GIS – So each piece is identifiable Estimation ‐
Garden shed ‐ $3,000 o Materials and costs – Construction majors Garden Glenda Lee Rodregas Rick Laraby(?) – Construction – Helped with community garden Mapping ‐
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Fence along sidewalk Buffer strip Wide spacing of trees Possible medicinal plants under trees Campus Garden Meeting – 4/4/13 Career Service – Contacts for co‐op mentors ‐
Arthur will send email and ask for letter of support 67 Ellen – Made good agricultural practices – Google doc Final proposal should be ready by June 30th – Aim for finals week to allow for review Budget ‐
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2 spots for student employees o Volunteer coordinator o Farm manager Fruit trees and how many 4‐5 shovels and digging forks Fencing Hand tools Bike trailer Materials for shed Hoop house Rechargeable lawnmower? Weed whacker Make the garden layout something no one has seen before ‐
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Even‐infrastructure and layout Maximize growing space and also accessibility Tuesday – During class time go out and map with Trimble April 3, 2013
Conversation via phone with Brad Burling and Marshfield Soil Testing Facility Notes -full dwarf trees
6 foot apart and 12 between rows
-25x25 foot plot
16 in that plot
pH of 7 is optimal for tree growth
earthquake and troy build for tillers
lime? Needed for acidic soils
honeycrisp $14/treew
monomersery cherry (tart)- $14
stanley plum- $14
68 Marshfield soil testing facility
7153872523
heavy metal package-$40/sample
barium cadmium etc.
conductivity-$7/sample
Mineral package-$28
Sodium, phosphorus, nitrogen
Reduction if soil is ground up!
Couple day wait for conductivity
Two week wait for heavy metal package
Just mineral is less than week
Baranczyk, Chelsey To: MLittle, Amanda [littlea@uwstout.edu] Sunday, April 07, 2013 4:34 AM Hey Mandy, My group for our sustainability class is doing a project trying to set up a campus garden on campus, and we were wondering if we could possibly check out the Trimble unit on Tuesday to map out a few sites? Let me know if this would work of if a different day would be better! Thanks! Chelsey Little, Amanda [littlea@uwstout.edu]Actions To: Baranczyk, Chelsey Monday, April 08, 2013 4:02 PM 69 Hi Chelsey, That will be no problem. Please get it from me when we meet at 11 tomorrow. Mandy Rykal, Sarah [rykals@uwstout.edu] Wednesday, April 10, 2013 12:52 PM Hi Jim, Thanks so much for your response. We are only in the process of putting together a proposal for the campus garden. So we're currently working out the details of the location and size of the garden. I think once we can get a handle on the size and location, we'll know what volume of compost we'll need and I can discuss it with you then. THANKS SO MUCH for volunteering your truck, that is very kind of you. I plan to bring some students to Seven Mile Creek in the next month, so perhaps we can get coffee then. I will check in with you soon regarding the visit. Hope all is well! Sarah ‐‐ Sarah Rykal Sustainability Coordinator University of Wisconsin‐Stout 715.232.5254 www.uwstout.edu/sustainability www.facebook.com/sustainablestout On 4/9/13 1:44 PM, "James M Davis" <james.davis@veoliaes.com> wrote: Hi Sarah, As I have said before, I think it would be awesome to get the finished compost back to where it started. I am all for that. Do you know how much you are looking for? As I explained to Lucas, most of our material has been sold to the company that provides material to Stout already. I was trying to indicate that if you were to work with either Grounds directly, or with Grounds to get the information about that vendor, you could get a greatly reduced price because they have purchased in bulk. If it is a matter of getting 1 or 2 cubic yards, I may be able to help 70 with my personal truck. If you are looking for more volume, the other way is most certainly more cost effective because they are already set up to deliver truckloads of material right to campus. I will be coming over for Earth Week (Thursday I think) with some compost for a demonstration. If you only require a small amount, maybe we can work it out on that same trip. I can try to find a trailer maybe. We should discuss maybe in person, or on the phone to try and work out the details. I would be happy to buy coffee for you and your group sometime if you want to get together and discuss. James Davis | Environmental Consultant 8001 Olson Drive | Eau Claire | WI 54703 T: 715‐858‐9115 | F: 715‐830‐0285 | M: 715‐225‐3434 | E: james.davis@veoliaes.com 715‐858‐9115 | F: 715‐830‐0285 | E: james.davis@veoliaes.com Connect with us: AdvancedDisposal.com Facebook YouTube  Clean & Green: Please consider the environment before printing this e‐mail ‐‐‐‐‐Original Message‐‐‐‐‐ From: Rykal, Sarah [mailto:rykals@uwstout.edu] Sent: Tuesday, April 09, 2013 12:31 PM To: James M Davis Cc: Lee, Lucas Subject: Re: UW‐Stout Campus Garden Hi Jim, Thanks for working with our Sustainable Design and Development Capstone students on the campus garden project. Our Vice Chancellor has charged us with putting together a proposal for a campus garden that would not be maintained by Grounds, nor would it have any affiliation with that department. We are essentially implementing the garden on our own. So we're wondering if we could put together some sort of partnership with Advanced Disposal to use some of the composted food waste from our campus in the garden. Do you have any thoughts on that? Thanks, Sarah ‐‐ Sarah Rykal 71 Sustainability Coordinator University of Wisconsin‐Stout 715.232.5254 www.uwstout.edu/sustainability www.facebook.com/sustainablestout From: <Lee>, Lucas <leelu@my.uwstout.edu<mailto:leelu@my.uwstout.edu>> Date: Tuesday, April 9, 2013 11:46 AM To: Sarah Rykal <rykals@uwstout.edu<mailto:rykals@uwstout.edu>> Subject: FW: UW‐Stout Campus Garden Hi Sarah, Below is the email that I received from Jim Davis in reference to acquiring compost. What do you think? Thanks, Lucas ________________________________ From: James M Davis [james.davis@veoliaes.com<mailto:james.davis@veoliaes.com>] Sent: Monday, April 08, 2013 11:50 AM To: Lee, Lucas Subject: RE: UW‐Stout Campus Garden Hi Lucas, Thanks so much for the inquiry. At this time we do not have compost for sale, but I would suggest that you check with the Grounds Superintendent at Stout. Their supplier is purchasing compost from us in bulk. You would likely be able to get a better price right through Stout, and it would be delivered right to the grounds. Thanks again, Jim James Davis | Environmental Consultant [HorizontalLogo_4color] 8001 Olson Drive | Eau Claire | WI 54703 T: 715‐858‐9115 | F: 715‐830‐0285 | M: 715‐225‐3434 | E: james.davis@veoliaes.com<mailto:james.davis@veoliaes.com> 72 715‐858‐9115 | F: 715‐830‐0285 | E: james.davis@veoliaes.com<mailto:james.davis@veoliaes.com> Connect with us: AdvancedDisposal.com<http://www.advanceddisposal.com/> Facebook<http://www.facebook.com/AdvancedDisposal> YouTube<http://www.youtube.com/user/AdvancedDisposal/videos> P Clean & Green: Please consider the environment before printing this e‐mail From: Lee, Lucas [mailto:leelu@my.uwstout.edu] Sent: Monday, April 08, 2013 9:32 AM To: James M Davis Subject: UW‐Stout Campus Garden Mr. Davis, I am a member of a group at UW‐Stout working towards the implementation of a campus garden. Currently, we are narrowing down the possible sites and writing a proposal. Within the proposal we are developing a budget and would like to include the soil amendments. What is the bulk price of purchasing compost from you? Thanks, Lucas Lee Rykal, Sarah [rykals@uwstout.edu] Actions To: Jim Davis [james.davis@veoliaes.com] Cc: Lee, Lucas Attachments: 73 image001.jpg (3 KB ) Tuesday, April 09, 2013 11:30 AM Hi Jim, Thanks for working with our Sustainable Design and Development Capstone students on the campus garden project. Our Vice Chancellor has charged us with putting together a proposal for a campus garden that would not be maintained by Grounds, nor would it have any affiliation with that department. We are essentially implementing the garden on our own. So we're wondering if we could put together some sort of partnership with Advanced Disposal to use some of the composted food waste from our campus in the garden. Do you have any thoughts on that? Thanks, Sarah -- Sarah Rykal Sustainability Coordinator University of Wisconsin-Stout 715.232.5254 www.uwstout.edu/sustainability www.facebook.com/sustainablestout Lee, Lucas Sent Items Tuesday, April 09, 2013 10:46 AM Hi Sarah,
74 Below is the email that I received from Jim Davis in reference to acquiring compost. What do you think?
Thanks,
Lucas James M Davis [james.davis@veoliaes.com] Monday, April 08, 2013 11:51 AM Hi Lucas, Thanks so much for the inquiry. At this time we do not have compost for sale, but I would suggest that you check with the Grounds Superintendent at Stout. Their supplier is purchasing compost from us in bulk. You would likely be able to get a better price right through Stout, and it would be delivered right to the grounds. Thanks again, Jim James Davis | Environmental Consultant 8001 Olson Drive | Eau Claire | WI 54703
T: 715-858-9115 | F: 715-830-0285 | M: 715-225-3434 | E: james.davis@veoliaes.com 715-858-9115 | F: 715-830-0285 | E: james.davis@veoliaes.com Connect with us:
AdvancedDisposal.com
Facebook
YouTube  Clean & Green: Please consider the environment before printing this e‐mail Lee, Lucas Sent Items 75 Monday, April 08, 2013 8:31 AM Mr. Davis,
I am a member of a group at UW-Stout working towards the implementation of a campus
garden. Currently, we are narrowing down the possible sites and writing a proposal. Within the proposal
we are developing a budget and would like to include the soil amendments. What is the bulk price of
purchasing compost from you?
Thanks,
Lucas Lee Dressel, Daniel
To:MBauer, Jordan; Lee, Lucas; Baranczyk, Chelsey
Attachments:(2)Download all attachmentsSeason Extension.docx (352 KB)[Open in Browser]; Tool
Budget and Prelim Tr~1.xlsx (18 KB)[Open in Browser]
Tuesday, April 09, 2013 10:51 PM
You replied on 4/10/2013 1:38 AM.
Guys, here is a section I wrote up on season extension and hoophouses. Also attached is the budget we
worked on when we met on 4/4. I’ll create slides for the season extension/hoophouse stuff for the class
update.
Dan
Baranczyk, Chelsey
To: Dressel, Daniel; Bauer, Jordan; Lee, Lucas
Wednesday, April 10, 2013 12:25 AM
Looks great, Dan!
On a sadder note... I can't get our data to open up in ArcMap. I can see it when I go to try and import
the data, but it is not in a form usable in ArcMap. After we imported it were we supposed to do
something else? Because I thought we did everything we needed to.
Baranczyk, ChelseyActions
To:Dressel, Daniel; Bauer, Jordan; Lee, Lucas
Wednesday, April 10, 2013 1:38 AM
76 Also, it says on the syllabus that we are supposed to have a triple bottom line analysis for Thursday...
but I don't really know what that is or how we would do something like that.
Dressel, Daniel
MBaranczyk, Chelsey
Wednesday, April 10, 2013 1:40 AM
The triple bottom line analysis is sort of what you wrote up for the impact analysis…it the triple bottom
line is 1. People 2. Profits 3. Planet….so maybe we can just modify the impact analysis to include those
three things.
Baranczyk, Chelsey
To:Dressel, Daniel
Wednesday, April 10, 2013 1:58 AM
Okay, I'll look at more stuff and see what I can come up with.
Lee, Lucas
In response to the message from Baranczyk, Chelsey, Wed 1:38 AM
To: Baranczyk, Chelsey; Dressel, Daniel; Bauer, Jordan
Wednesday, April 10, 2013 2:25 AM
Do you guys want to meet tomorrow night to work on some of this stuff? After 5:30?
Dressel, Daniel To: Lee, Lucas ; Baranczyk, Chelsey ; Bauer, Jordan Wednesday, April 10, 2013 2:26 AM I have class 5‐8pm tomorrow evening but can meet afterwards Bauer, Jordan To: Dressel, Daniel ; Lee, Lucas ; Baranczyk, Chelsey Wednesday, April 10, 2013 2:33 AM You replied on 4/10/2013 2:39 AM. I have to work 2‐10 but am free from 11 to about 130 I guess if that works. We need to meet though sometime to finish this before Thursday's class.. Baranczyk, Chelsey 77 To: Bauer, Jordan ; Lee, Lucas ; Dressel, Daniel Attachments:CampusGarden_Proposal2.docx (6 MB ) [Open in Browser ]Sent ItemsWednesday, April 10, 2013 2:39 AM I can't meet tomorrow night at all, this week is really busy for me. But I really don't think we have that much more that needs to be done. I'm working on the triple bottom line analysis, and we can just add in what we have all done again, just like last time. I'm attaching some stuff I've added to our old document... I've made a few corrections on the original version, but I haven't made all of them yet. I also added meeting notes and few of my parts, but I still want to expand on them yet. Feel free to keep emailing changes to each other. Lee, Lucas To: Baranczyk, Chelsey ; Bauer, Jordan ; Dressel, Daniel Wednesday, April 10, 2013 2:58 AM You replied on 4/10/2013 3:02 AM. I can do the triple bottom line stuff if you want, Chelsey. I feel like I need to write some more stuff for our project... Baranczyk, Chelsey To: Lee, Lucas Wednesday, April 10, 2013 3:02 AM Well I kind of already started it, but we can both do part of it and combine our stuff if you'd like :) or we can divvy up the stuff. Like one of us could do the impacts on the campus and the other can do the impacts on the environment or something like that. Bauer, Jordan In response to the message from Lee, Lucas, Wed 2:58 AM To: Lee, Lucas ; Baranczyk, Chelsey ; Dressel, Daniel Attachments:CampusGarden_Proposal2.docx (6 MB ) [Open in Browser ] Wednesday, April 10, 2013 3:07 AM You replied on 4/10/2013 3:10 AM. Okay I updated the proposal with my information for the fruit tree, pH, and soil testing analysis. What else should we plan to work on? do we just seriously add on to our power point and go over the whole 78 thing again with the extra stuff we did? or do we just make the power point for the new part we did? what do you guys think? Baranczyk, Chelsey To: Bauer, Jordan Wednesday, April 10, 2013 3:10 AM Okay Lucas, combining them sounds good. And I think we should add on to our document, but I think we should make a whole new powerpoint to show our class with just our updates pretty much. Bauer, Jordan To: Dressel, Daniel ; Lee, Lucas ; Baranczyk, Chelsey Wednesday, April 10, 2013 3:40 AM You replied on 4/10/2013 4:15 PM. Ok well I'll start on the slide and power point stuff and send it to you guys tomorrow sometime to work on and add too. Baranczyk, Chelsey In response to the message from Bauer, Jordan, Wed 3:40 AM To: Bauer, Jordan ; Dressel, Daniel ; Lee, Lucas Attachments:TBL_Analysis.xlsx (11 KB ) [Open in Browser ]Sent Items Wednesday, April 10, 2013 4:15 PM Hey guys, I tried to put a triple bottom line analysis together so I attached it here. I kind of made it based on a layout I found on the internet. Lucas if you have other stuff feel free to add, and if Dan or Jordan know of something to add or change, feel free to just edit it as well! Bauer, Jordan To: Baranczyk, Chelsey ; Dressel, Daniel ; Lee, Lucas Attachments:campus garden update #2.pptx (675 KB ) [Open in Browser ] Wednesday, April 10, 2013 6:43 PM 79 Alright guys, This is what I have put together so far before I have to head off here for work for the night. I guess just pass it around and add everything else we kind of went over the last few weeks. I think real numbers and excel information for our budget is going to be important to show that we've done something as well as adding those plots we mapped out. Hopefully you got that figured out Chelsey! I'll see what I can do with it when I get back tonight too if we are stumped on anything else. Baranczyk, Chelsey In response to the message from Baranczyk, Chelsey, Wed 3:42 AM To: Bauer, Jordan ; Dressel, Daniel ; Lee, Lucas Attachments:CampusGarden_Proposal_2.docx (7 MB ) [Open in Browser ]Sent ItemsWednesday, April 10, 2013 6:46 PM Looks good Jordan! I added a little more to our write up as well. I included Dan's portion he sent us, and I also included notes about things we have to add onto yet. For instance, since I couldn't get the map to come up, we may have to go out there to get the measurements with measuring tape before Thursday (Lucas, maybe after the garden meeting tomorrow?) We then have to include the budget for the amount we need in both the tree and vegetable garden budgets. I still haven't been able to get the GIS data on my computer. I feel like we must have missed a step in putting it on the computer. Idk if we will be able to figure it out for Thursday or not.. Also, Lucas, do have the good agricultural practices that Ellen added to the document? I can't find it, and I think we should add that in there. Jordan, I moved around your tree planting part a bit (just took the pH description and put it above your section) since it describes what we did at all the sites. I then added in a section about plots 1 and 2 that I haven't put the descriptions in for yet. If someone wants to do that they can, or I just will too since it won't take that long. I'm bad at document 'design' so feel free to move stuff around to make it look all fancy! Dressel, Daniel To: Baranczyk, Chelsey ; Bauer, Jordan ; Lee, Lucas Attachments:campus garden update #2.pptx (1 MB ) [Open in Browser ] Wednesday, April 10, 2013 8:12 PM You replied on 4/11/2013 1:12 AM. 80 I added slides about hoophouses and season extension. I kept it pretty brief…I think we were too detailed at the last presentation, if we go really in depth then we will just be repeating everything at the final presentation. Just a thought…. Baranczyk, Chelsey To: Dressel, Daniel ; Lee, Lucas ; Bauer, Jordan Sent ItemsThursday, April 11, 2013 1:12 AM Yeah that's probably a good idea. I wasn't able to get our data to show up on ArcMap, but I just put dots in where we took data and measured it using the measure tool. For site 1 (our shed site) the dimensions are 110 ft by 44 ft. Site 2 (the veggie garden) was 122 ft by 49 ft, and site 4 (fruit trees) was 156 ft by 64 ft. So we need to include the amount of fencing for each site budget if anyone wants to put that in. Also, when mapping by site 2, I was confused because on the map I have it shows that there is a house where I thought we took our data points.... so idk I could just have a terrible memory. I mapped over the house, but it could have been the area behind the house. Idk I'll include them in an updated version later and you can tell me if they are wrong. Lee, Lucas To: Baranczyk, Chelsey ; Dressel, Daniel ; Bauer, Jordan Thursday, April 11, 2013 1:18 AM You replied on 4/11/2013 3:53 AM. I can do the fence budget. I'm not sure about the house...How old is the map you're using? Also, I'm working on revising our paper. I'm thinking about taking out the other options for sites. Under design on the rubric it talks about focusing on only the most promising options. Does that make sense? ‐Lucas Baranczyk, Chelsey To: Lee, Lucas ; Bauer, Jordan ; Dressel, Daniel Thursday, April 11, 2013 1:23 AM Yeah that definitely makes sense so feel free to take it out. And I'm not really sure how old the map is either haha it's the one Mandy had me use a couple years ago and I'm not really sure how to get another one so I've just been using it. You can let me know what you think when I post it and I can easily change it if I highlighted the wrong thing. 81 Baranczyk, Chelsey In response to the message from Lee, Lucas, 1:18 AM To: Lee, Lucas ; Dressel, Daniel ; Bauer, Jordan Attachments: (2) Download all attachmentsCampusGarden_Proposal_2.docx (9 MB ) [Open in Browser ]; campus garden update _2.pptx (6 MB ) [Open in Browser ]Sent Items Thursday, April 11, 2013 3:53 AM Okay guys, I'm attaching my updates for the powerpoint and paper. Luke, I know you said you were revising it too, so hopefully I didn't fudge up anything you were working on. I think we still have to add in a few things budget‐wise and little stuff along with emails between each other, but otherwise I think it's coming along pretty well. I'm out for the night though cuz I'm tired of staring at this stuff, haha. Talk to you guys tomorrowwww. Lee, Lucas In response to the message from Baranczyk, Chelsey, 1:23 AM To: Baranczyk, Chelsey ; Bauer, Jordan ; Dressel, Daniel Attachments:CampusGarden_Proposal_2.docx (6 MB ) [Open in Browser ] Thursday, April 11, 2013 4:57 AM Ok, so here's what I've done so far. I edited the paper. Let me know what you think of that. I still haven't added all of my conversation, but I will tomorrow. I went through and found all the parts for the fencing for all the sites. Dan, do you think you could add them into your budget document? If you have any questions, let me know. All at Lowes unless otherwise noted (numbers in parentheses are the amount we need. first #=site one, second #=site 2): (6, 7)4 ft x 50 ft Uncoated galvanized steel 11.5‐gauge chain‐link fence fabric, $45.88, Item # 85190, model # 01083 (30, 34) 1‐3/8 in x 10 ft 6 in uncoated galvanized steel top rail, $9.44, Item # 85193, model # 12103 (1,1) 4 ft x 12 ft Uncoated galvanized steel chain‐link drive gate, $149.00, item # 92162, model # 14827 (6,6) 2‐3/8 in x 7 ft uncoated 17‐gauge galvanized steel line post, $12.03, item # 110521, model # 12275 (30, 34) 1‐5/8 in x 84 in uncoated 17 gauge galvanized steel chain‐link line post, $8.47, item # 110521, model# 12235 (30, 30)2‐3/8 in galvanized steel chain‐link fence tension band, $0.65, item# 110521, model# 02225 (30, 34) 1‐5/8 in x 1 3/8 in chain‐link fence line post loop cap, $1.08, item# 110521, model# 05064 82 (2, 2) 5/16 in x 1‐1/4 in galvanized steel chain‐link fence carriage bolt (20), $5.24, item# 92580, model# 839080 (10, 10)Blue Hawk 4 ft galvanized steel chain‐link fence tension bar, $1.85, item# 92173, model # 839257 (6, 6) 2‐3/8 in chain link fence dome cap, $1.09, item# 110521, model# 05047 Site 4 (9) Red Brand 60 in x 50 ft 14‐gauge silver steel field and horse fencing, $42.88, item# 92258, model# 70948 (1) Grip‐Rite 500‐Pack 3/4 in standard staples, $2.98, item#69217, model# 34HGPNS1 (1) Never‐rust aluminum electric fence wire (15 gauge), $29.89, sku: 000122010 (fleet farm) (1) 39 in x 6 ft Cedar convex gate, $54.74, model # C70395LD1RG (Menards) (44) 4 in x 10ft round AC2 treated Fence post, $11.39, sku: 1115620, (Medards) (1) First AlertBlack Flat Wall Gate Kit Steel Fence Accessory, $13.67, Model# GFWHKFA (homedepot) 4/11/13 Dan Dressel Finally got a response. We’re exempt from IRB/human subjects approval, as expected. I filled out the required forms to declare the survey and get a distribution list. Depending on how fast they get back to me I might be able to launch the survey Monday 83 Campus Garden Meeting ‐ 4/11/13 Job position ideas Business Manager (BM) Operational Manager (OM) Volunteer Manager (VM) Orchard Manager (ORM) Farm‐Hand Positions (roughly 4) ‐
All student position – May have to have prereq’s? 84 ‐
Position would go through growing season 1st season: BM and OM (Internship level position) Picnic table in budget Educational tours ‐
How to compost Terracing or retaining walls on site 1 Put wood chips down over site and move where planting Use old materials to allow sustainability yet still allow it to look good – JTC ‐
‐
Use repetition to keep looking good Would they rather spend money on new equipment or put most of our money for student employment ****Call Red Cedar Construction ‐
If build 2 certain size retaining walls how much will it cost? From: Bauer, Jordan
Sent: Wednesday, April 17, 2013 10:07 PM
To: Baranczyk, Chelsey; Dressel, Daniel; Lee, Lucas
Subject: RE: Update Alright thanks Chelsey. I'll see what I can do for my part tomorrow. Does anyone know when it needs
to be dropboxed?
Jordan Bauer
From: Baranczyk, Chelsey
Sent: Wednesday, April 17, 2013 9:43 PM
To: Dressel, Daniel; Bauer, Jordan; Lee, Lucas
Subject: RE: Update Okay guys here's my updated version. If you work off of this, use this document, don't just copy and
paste my part because I made other changes that made the document more uniform so everything is the
same format kinda if that makes sense.
Thanks!
85 From: Dressel, Daniel
Sent: Wednesday, April 17, 2013 7:12 PM
To: Bauer, Jordan; Baranczyk, Chelsey; Lee, Lucas
Subject: RE: Update Thanks, I’ll work on the things Martha suggested for my stuff. From: Bauer, Jordan
Sent: Wednesday, April 17, 2013 1:32 PM
To: Baranczyk, Chelsey; Lee, Lucas; Dressel, Daniel
Subject: RE: Update So here are the most up to date documents. I am done with the fruit tree plots but haven't included
anything into the documents yet. I'm going to be at work for the rest of the evening so I just wanted
you guys to have them in case you wanted to work on them today. I'll have my inputs done by tonight
or tomorrow before the due time. Thanks, Jordan Bauer From: Baranczyk, Chelsey
Sent: Wednesday, April 17, 2013 9:40 AM
To: Bauer, Jordan; Lee, Lucas; Dressel, Daniel
Subject: Update Hey guys,
I suggest that we all look over the update that Martha sent us and take her suggestions. I will work on
the vegetable garden aspect of it like I was working on yesterday, coming up with a productive layout
and a more design-based layout along with crop rotation. I will then come up with prices and pro's and
cons of the two sites. I'm assuming Jordan is doing the same for the orchard.
She also wanted us to look at different possibilities for season extension besides the hoop house along
with determining where the hoop house would go (veggie site probably).. would the hoop house be
something that we can put up and take down every year? She also wanted us to look at how the hoop
house would impact production and stuff like that.... I'm assuming Dan could just expand his section to
focus on this stuff.
And we also have to include the survey in some way.
86 I think we decided that Lucas is going to work on the shed site layout using the site she showed us
yesterday... don't forget to include squash or pumpkins and if we can make a profit off of it.
I think we are almost done guys!! I just wanted to give us a slight update so we all have an idea of what
to work on for tomorrow.
From: Baranczyk, Chelsey
Sent: Thursday, April 11, 2013 3:11 PM
To: Dressel, Dan; Bauer, Jordan; Lee, Lucas
Subject: FW: IRB Protocol
Yayyy! Sounds great!
From: Dressel, Daniel
Sent: Thursday, April 11, 2013 2:51 PM
To: Baranczyk, Chelsey; Bauer, Jordan; Lee, Lucas
Subject: FW: IRB Protocol
Finally got a response. We’re exempt from IRB/human subjects approval, as expected. I filled out the required forms to declare the survey and get a distribution list. Depending on how fast they get back to me I might be able to launch the survey Monday. From: Larrabee, Barbara [mailto:larrabeeb@uwstout.edu]
Sent: Thursday, April 11, 2013 8:52 AM
To: Dressel, Daniel
Cc: Daines, Martha
Subject: IRB Protocol Exempt: The Protection of Human Subjects in Research protocol you submitted has been reviewed and exempt by a member of the IRB. Please read the attached memo. Best of luck with your project! Barb Larrabee Research Services 152 Vocational Rehab. Bldg. University of Wisconsin-Stout 221 Tenth Ave. E. Menomonie, WI 54751 715-232-2691 4/18/2013 Campus garden committee meeting 87 Campus garden examples – national, regional, growing power (best examples) ‐ local example ‐ Dunn community jail garden ‐Community garden Put all information in a table (include all (coded info?), then highlight a few) ‐ who founded it/ runs it ‐ how big (size) ‐how many members ‐where ‐year of establishment Produce estimates – USDA price/pound Preseason/postseason volunteer survey Log retaining wall Row drip – 1000ft Hoses – 4 x 50 ft Petts, Cody Tuesday, April 23, 2013 4:56 PM Sounds good man!
Lee, Lucas Tuesday, April 23, 2013 4:55 PM Ok awesome. I think it should just be a blue S with a plant sprout with roots on it. Maybe a little dirt
too...I'll give you artistic freedom though...whatever you think looks good. Thanks! Petts, Cody Tuesday, April 23, 2013 4:37 PM Sure buddy! Im a little busy right now, but I should have a little bit of time tonight to think of something.
What colors does it need to be? and what needs to be on it? just the "S"? 88 Lee, Lucas To: Pettss, Cody Sent Items Tuesday, April 23, 2013
3 4:09 PM Hey Pettss,
I'm workin
ng on a proje
ect creating a proposal for a campus ga rden at Stoutt. Do you thin
nk you could
throw a litttle symbol to
ogether for it?? Something kind of like th
his except coo
oler and rootier...
If you've got
g too much
h going on right now or if you
y just don'tt want to do ffree work, let me know.
Thanks Bu
uddy!
-Luke Lee, Luccas
ms
Sent Item
Friday, April
A
26, 201
13 6:21 AM
Yep, that one works. Thanks
T
again!
Petts, Co
ody
Thursday
y, April 25, 2013
2
8:27 PM
M
Here this file
f might work
k. Nice poster!
89 On Apr 25, 2013, at 9:03 PM, Lee, Lucas wrote:
> <POSTER.pptx>
Lee, Lucas
Sent Items
Thursday, April 25, 2013 8:03 PM
Hey Petts,
I attached our poster. Is there someway to remove the white background from your design?
Thanks,
Luke
Petts, Cody
Wednesday, April 24, 2013 8:17 PM
Awesome! Sounds good, and nope that will work! Hope the presentation goes well!
-Petts
Lee, Lucas
Actions
In response to the message from Petts, Cody, Tue 4/23
To:
Petts, Cody
Sent Items
Wednesday, April 24, 2013 8:00 PM
Everyone thought it was awesome, so we will be using it for our poster and presentation stuff if that's
alright. Thanks so much! I'll site it as your work in all our documents. Is there anything else you would like me to
do to show that it's your work?
Dressel, Daniel
Wednesday, April 24, 2013 10:13 AM
Yeah I like them too
90 Baranczyk, Chelsey
Wednesday, April 24, 2013 10:09 AM
Those look really cool!
Bauer, Jordan
Tuesday, April 23, 2013 9:52 PM
look good enough to me!! Better than I could do in a couple hours..
Jordan Bauer
Applied Science- Environmental Sciences Concentration
Aquatic Biology Resources
University of Wisconsin-Stout
President of UW-Stout AFS Student Subunit
(715) 651-1918
bauerjor@my.uwstout.edu
Lee, Lucas
Sent Items
Tuesday, April 23, 2013 9:15 PM
Here's what my friend came up with in about five minutes. I think we could incorporate it right into the title or
something. What do you guys think?
Lee, Lucas
Sent Items
Tuesday, April 23, 2013 9:14 PM
Thanks! I'll sent it to the rest of my group and see what they think.
Petts, Cody
Tuesday, April 23, 2013 8:29 PM
Here are some options, I made it very simple, but these days less is more. Let me know what you think.
-Petts
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