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“Blue Sky” Vision for
UVM FOOD SYSTEMS EDUCATION & RESEARCH CAMPUS
UVM AGRICULTURAL SYSTEMS TEACHING AND RESEARCH CENTER
Prospectus for Infrastructure at Miller Farms Complex and Horticulture Research Center
The field of food systems is a compelling interdisciplinary domain of study because it elucidates
connections among vital interests of humanity in creating nourishment, pursuing health and well-being,
and maintaining the environment. In addition, contemporary food systems pose a remarkable
paradox that is the basis for serious societal concerns: unparalleled productivity accompanied
by unacceptable levels of diet-related health problems, food-borne disease, hunger and
agricultural pollution. The University of Vermont (UVM) is uniquely positioned to address these
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concerns by generating knowledge through transdisciplinary teaching, research and outreach
conducted by faculty who participate in a food systems. We define food systems as
an interconnected web of activities, resources and people that extends across all domains
involved in providing human nourishment and sustaining health, including production,
processing, packaging, distribution, marketing, consumption and disposal of food. The
organization of food systems reflects and responds to social, cultural, political, economic, health
and environmental conditions and can be identified at multiple scales, from a household kitchen
to a city, county, state or nation (Figure 1).
Figure 1:
THE
FOOD
SYSTEM
INPUTS
fossil energy
human / economic capital
knowledge / information
labor
natural resources
solar energy
HUMAN HEALTH
AND WELL BEING
FOOD PRODUCTION
AND DISTRIBUTION
agricultural production
food processing
marketing
packaging
storage
transportation
INFLUENCES
beliefs, culture,
economics, geography,
politics, policy,
research, values,
weather / climate
ENVIRONMENTAL
IMPACTS
air quality
biological diversity
ecosystem stability
land use patterns
soil health
water quality
access to food
cultural fulfillment
culinary satisfaction
nutritional needs
economic well being
food safety
physical health
OUTPUTS
by-products
economic activity
food products
pollutants
wastes
A century ago, the discipline of ecology was born of recognition that the study of organisms in
their environment involved a complex system of interactions, and that human intervention in such
systems based on reductionist thinking yielded unintended negative consequences (McIntosh 1985).
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Today, the study of how humans in their environment obtain nourishment requires a similar holistic
analysis to consider everything from microbes found in compost facilities to global trade agreements.
Food systems is an expanding interdisciplinary field quickly developing distinct goals for teaching and
scholarship based on assumptions of engaged pedagogy and scholarship.
An interdisciplinary systems framework links together all influences in food and agriculture,
from the first steps of production all the way through consumers’ final food choices and the reasons for,
and implications of, these choices. Using this framework enables teachers, students and workers to
more successfully understand and manage contemporary food and farming issues including the
globalization of the food supply, agriculture’s entrance into new fields such as energy production,
environmental implications of different production and distribution methods, emergence of modern
diet-related health problems, and more. This framework also opens up new possibilities for innovative
research at the university level, encouraging new dialogues and projects that ultimately can address
system-wide barriers and opportunities.
The state of Vermont is an ideal site for an engaged exploration of healthy regional food
systems due to its history of challenging “business as usual” assumptions of large-scale, global
commodity food production and consumption. With its varied topography, harsh climate and
limited infrastructure, Vermont has relied on entrepreneurship to maintain a vital agriculture in
synergy with citizens who value food and farming beyond economic terms (Vermont Rural
Development Council 2009). Vermonters, as well as tourists to the state, support the working
landscape. As a result, food is a significant economic engine in Vermont where 20 percent of
private jobs and 31 percent of private business establishments involve the production,
processing, distribution, sales or infrastructure of food (Vermont Sustainable Jobs Fund
2009).Vermont leads the nation in per-capita direct-market sales from farms to consumers, and
percentage of farmland under organic management. Nearly 8 percent of the state’s land is
protected for agricultural use by land trust conservation easements. Vermont’s innovation, in
the face of problems that are widely shared beyond its borders, makes it a rich site for research
and development of sustainable models with relevance across the country and the globe.
UVM is Well-Positioned to be a national leader on the complexities of food systems with a
regional scale for the following reasons:
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UVM is a land-grant university in the Northeast where massive urban and suburban areas
(New York City and Boston) are within 300 miles of large rural areas (northern New England
and upstate NY).
•
UVM's agricultural efforts are tailored to the community at a grassroots level; research and
funding are not driven by a few commodity interests but by the state's diversified needs.
•
UVM is engaged in nationally acclaimed entrepreneurship in food and farming, food
processing and safety, farm-to-school food programs, and renewable energy development
on farms.
•
Food systems research, teaching and outreach integrate seamlessly into the university’s
strategic commitments to environment and health.
•
Undergraduate and graduate students at UVM embrace food systems through servicelearning projects, a Community Supported Agriculture program based at UVM’s
horticultural research farm, an undergraduate minor, on-going collaboration with New York
University to broaden student experience with both rural and urban food systems, and the
development of an interdisciplinary master’s program.
UVM is poised to secure its place as a national and international leader in food systems
inquiry, education, and outreach by building on existing efforts. Many of our faculty use
transdisciplinary approaches organized around problems, blending research methodologies and
collaborating with community stakeholders such as farmers, teachers and physicians to conduct
groundbreaking research and to involve students in systems approaches to problem-solving.
Vermont has over 400 diverse agencies, commodity associations and non-profit
organizations working to provide innovative solutions to food systems issues (Vermont
Sustainable Jobs Fund 2009). Activities include improving promoting training and
entrepreneurship in specialty crop production (Vermont Tree Fruit Growers Association,
Vermont Vegetable and Berry Association, Vermont Beekeepers Association, Northern Grain
Growers Association) school food (Food Education Every Day), promoting new products
(Vermont Cheese Council), supporting purchase of locally produced food (Vermont Fresh
Network), a legislatively established think tank called the Vermont Sustainable Agriculture
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Council, and UVM faculty and program staff responding and engaging with community
partners. In 2009, the Vermont legislature authorized $100,000 to develop a10-year strategic
plan for agriculture—an effort titled ‘Farm to Plate’—focused on identification of obstacles and
opportunities for local and regional production, processing, distribution and consumption. Over
800 Vermonters have engaged in public planning meetings, and 50 UVM faculty and staff are
providing support to the process.
A Vision for Cutting-Edge Food Systems Research at University of Vermont. A century
ago, the discipline of ecology was born of recognition that the study of organisms in their
environment involved a complex system of interactions, and that human intervention in such
systems based on reductionist thinking yielded unintended negative consequences (McIntosh
1985). Today, the study of how humans in their environment obtain nourishment requires a
similar holistic analysis to consider everything from microbes found in compost facilities to
global trade agreements. Currently, a paucity of research links the theories and applications
necessary to fully address our food systems challenges because interdisciplinary investigations
of food from ‘farm to plate’ have only emerged within the past 20 years. The food systems spire
will embrace a continuum of research efforts from basic natural and physical sciences
to translational 'real world' studies. For example, faculty at UVM engaged in basic soil science
research on the role of soil microorganisms in synchronizing the availability of soil nutrients
with plant needs (e.g., Dr. Neher) will generate data that can be used by faculty focused on
enhancing agricultural production while reducing negative environmental impact (Drs. Berkett,
Bosworth, Darby, & Drizo) which can also be studied from a socio-economic perspective (Drs.
Kolodinsky & Parsons). Simultaneously, data can be integrated with research such as: 1) health
outcomes of school-age children whose schools are engaged in the Farm-to-School initiative
(Drs. Berlin & Harvey-Berino); 2) investigations into the history of land use and school nutrition
policy (Drs. Koliba, Johnson &Trubek); and 3) implications for farmer viability and climate
change (Drs. Kolodinsky & Wright).
A transdisciplinary spire of excellence emphasizing regionally-scaled food systems will
position University of Vermont as the first land-grant university to adopt a 21st century version
of Thomas Jefferson’s vision of agrarian virtue and democracy; marrying his ideal with
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innovative and relevant scientific research. Four integrative domains of research that are
central to societal concerns about the state of food systems, with potential to attract significant
external funding, recruit outstanding students, and generate new knowledge and raise UVM’s
profile. They are 1) food, culture and health; 2) energy and food; 3) policy, ecology and land
use; and 4) regional food chains. These domains reflect current research strengths within the
University but also have great potential for creating new synergies with other faculty. An
example of extending faculty and student engagement with food systems would attract
nationally distinguished scholars who energize research, teaching and outreach. Priority would
be given to scholars who could facilitate broad and deep considerations to inform
transdisciplinary research frameworks.
Agricultural Systems continue to feed a globally growing population. Vermont’s farmers
are a part of a resilient and productive local food system which integrates dairy, organic and
conventional farming. With increasing environmental awareness and regulations, food
production is constrained every more by concerns for soil, water and air quality that range from
agricultural impacts on Lake Champlain’s ecosystem to more global issues such as climate
change. The “Blue Sky” vision integrates state-of-the-art systems-based research by key UVM
departments on agricultural production and environmental solutions with undergraduate and
graduate education. The collaboration of animal, food, soil and plant scientists emphasizes the
importance of systems approaches to reconciling quality of production with environmental
protection. “Blue Sky” recasts the role of UVM’s farmlands and CALS departments to meet
modern challenges to the sustainability of Vermont’s agriculture.
This vision complements existing models for food systems while supporting the unique
opportunities and challenges specific to the University’s transdisciplinary food systems spire.
For example, programs at Shelburne Farms focus on preserving tradition within farming
systems, whereas this model focuses on the frontiers of agriculture – energy efficiency,
extended season production, renewable energy, and integrated food systems in an academic,
research and teaching environment. The basis for this proposal is in an interconnected farm
and food systems model, similar to local food systems efforts which exist in Hardwick, the Mad
River Valley, and the Montpelier area. In these systems, seemingly separate farms are
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connected through nutrient management where animal manures from beef, dairy, and other
farms, as well as food waste from consumers (campus) are converted to compost to provide
organic soil amendments to local produce farms. That produce is then marketed back to
consumers, including students and others in the UVM community, who support the system
through their food dollars. Costs can thus be partially borne by reduced waste fees, and
institutional purchasing of local products by food establishments on campus and in the
community.
The UVM Food Systems Campus will be composed of:

Animal and Soil Health and Production Teaching and Research Core Facility

Center for Sustainable Agriculture

Equine Teaching Center

Dairy Teaching and Research Center

Horticultural Research and Education Center

Agricultural, Environmental and Diversified Systems Core Facility

Nutrition and Food Science

Community Development and Applied Economics
Should the highlighted sections in this list (and below) be combined into one
heading/entry?
Required Facilities for the UVM Food Systems Campus
Animal Health and Production Teaching and Research Core Facility
Animal Species
Livestock (dairy cows, horses, chickens, beef cattle, pigs, sheep, goats, alpacas/llamas)
Exotics/Companion animals (birds, reptiles, rabbits)
Current Courses which may benefit include:
PSS 143/ASCI 143 - Forage and Pasture Management
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PSS 161 - Fundamentals of Soil Science
PSS 162 - Soil Fertility and Conservation – could possibly become a cross listed Whole
Farm Nutrient Mgt Course using the Miller Farm as it’s model for both Ecological
Agriculture and Animal Science students
ASCI 001 - Introduction to Animal Science
ASCI 110 - Nutrition, Metabolism and Feeding
ASCI 134/135 - CREAM
ASCI 220 - Lactation Physiology
ASCI 215 - Reproductive Physiology
PSS 264 - Soil and Water Chemistry
PSS 195/196 Organic Farm Practicum
Potential New Courses
Introduction to Agriculture/Diversified Agriculture
Co-taught by Animal Science, Plant and Soil Science and CDAE)
Justification: Many students graduating from CALS do not have a broad education in
agriculture. This course would cover introduction to Northeastern agriculture including
livestock, agronomic and horticultural crops. The course could be offered in blocks and
meet at the Miller and Hort Farms. It would be offered in the Fall semester so that
students could still experience pasture management and crop production. This course
could also be offered as a summer course. It would include some “hands on” activities at
the Miller and Hort. Farm but also include field trips to nearby farms. It would also
include a section on farm economics and farm policy. This course would serve CALS
students well as a college-wide requirement.
Animal Husbandry course(s)
Co-taught by Animal Science and Plant and Soil Science
Justification: This type of course would not only be a benefit to ASCI majors but would
also broaden the educational options for the PSS Ecological Agriculture majors. It would
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provide many practical “hands on” applications for a broad spectrum of livestock
covering such areas as animal handling and welfare, animal health, nutrition and
feeding, hay and pasture management, reproduction and breeding, equipment and
pasture facility maintenance, and manure and compost management. This course
would be offered in the fall but could be a summer course as well.
Soil Physics (converted from PSS 266 Soil Water Movement)
Taught by Plant and Soil Science
Justification: Soil Physics may benefit both Plant and Soil Science students and ASCI
majors. Compaction of soils by animal traffic and farm machinery can result in severe
alterations in soil-water relations decreasing infiltration rates and, thus, increasing
runoff and the potential for erosion and transport of pathogens and pollutants
associated with dairy pasture systems. The Miller Farm would provide opportunities to
study field water movement under various soil quality conditions. Instrumentation such
as field lysimeters, weather stations and wireless quantum cascade lasers would
evaluate the impact of various pasture management systems and mitigation on soil
health, water and air quality. Using the data from these instruments, students could
formulate and test digital models of soil-water relations and watershed nutrient loading
from agricultural and pastoral lands. This course would be offered in alternating
summers and springs.
Research Activities
Research activities would focus primarily on environmental and economically important issues
in dairy cattle health and production, including dairy cattle nutrition, infectious disease, whole
farm and regional nutrient budgets, and their impact on soil, water and air quality. While dairy
is presently a priority, the facility should be designed flexibly enough to support research on
other animal species. The facility would support basic research activities of a core dairy cattle
health and nutrition research facility in Animal Science and Plant and Soil Science providing a
working laboratory for focused research activities that cannot be adequately addressed in a
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commercial farm environment as might be available under the proposed Dairy Research Center
of Excellence Consortium. Globally important issues critical to bovine health and productivity
would be investigated in this facility, as well as the feedback between productivity and global
change gas emission from animal and soil sources. These issues might include the relationship
between nutritional status and immune function, the influence of genetic variation in hostpathogen interactions (i.e., microbial pathogenesis and the host response), and the impact of
nutrition and genetic variation on the efficacy of disease control practices including vaccination,
the effect of soil quality on plant and thus animal nutrition. Such research activities have direct
relationship to: 1) National Institute of Food and Agriculture (NIFA) priority research areas of
International Food Security, global sustainability, and climate change 2) Transdisciplinary
research initiatives in Complex Systems, Food Systems, 3) research activities in the
Departments of Animal Science, Plant and Soil Science, Community Development and Applied
Economics, and Nutrition and Food Science. Research foci would be developed through new
faculty hires in Animal Science and Plant and Soil Science with links to established UVM core
centers such as the Vermont Center for Immunology and Infectious Disease (VCII) and the
Center for Sustainable Agriculture. A flexible design of the Animal Health and Production
Teaching and Research Core Facility would be integrated with the Agricultural, Environmental
and Diversified Systems Core research activities to facilitate agroecosystem research with a
pasture and nutrient management focus. The facility would be designed to allow for
management of research dairy cattle under both pasture based and confinement feeding
systems providing an opportunity to examine dairy cattle nutrition, microbial pathogenesis and
the host response, and disease control interventions under both extensive and intensive
management. In support of agroecology research of grazing systems, the facility would also
house permanently installed research equipment for collecting leachate and runoff water,
monitoring of air quality (quantum cascade lasers), real-time measurement of soil water and
weather parameters.
In keeping with increased interest in diversified agriculture and in response to emerging
opportunities in agriculture, Miller Farm should also be a place for research activities which
involve species other than dairy.
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UVM Dairy Teaching and Research Center Should this be consolidated with
above?
Objective: Flexible design dairy housing and management facility to meet teaching and
research needs. These facilities would be used as permanent housing for the CREAM herd and
young-stock as well as temporary (short or long-term) housing for additional research cattle
brought to the Miller for specific research trials.
The CREAM herd would be composed of approximately 56 adult lactating cows, 10 adult dry
cows, and 60 young stock of ages birth to 24 months.
Additional space would be available for housing up to 48 lactating cows and 40 young cattle.
Also, some group pen housing areas might be segregated for potential housing of other species
(ie small ruminants).
Agricultural, Environmental and Diversified Systems Core Facility
Greenhouse gas emissions and the environmental research activities relevant to ruminant,
organic/ecological agriculture and biofuel production systems would be supported by the
Research Core facilities at Bioresource Research Center on Spear Street. Again, a facilities
design that allows for both pasture based and confinement feeding of dairy cattle would
provide flexibility in the study of environmental management and sustainability in dairy
production systems. But, the facility would also support ecological agriculture research such as
the ecological management of soils under a variety of crops with and without use of animal
wastes and farm generated composts. Current and future issues regarding energy production
systems, organic soil management, and greenhouse gas emission offsets with, e.g., biochar
would also be investigated. Research activities would integrate investigations of the
Departments of Animal Science, Plant and Soil Science, Nutrition, CDAE, Engineering and
Mathematics (complex systems); and have direct relationship to National Institute of Food and
Agriculture (NIFA) priority research areas of Climate change, Bioenergy, and Food Safety, and
the UVM Transdisciplinary Research Initiatives in Complex Systems and Food Systems.
Dairy products processing facility Should this be consolidated with above?
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Interest persists among students, faculty, and alumni for the return of a ‘Dairy Bar’ to campus.
The dairy products processing facility could be established as a student run enterprise and
would be integrated with a visitor’s or education center designed to highlight and promote
research activities of the College of Agriculture and Life Sciences. Revolving exhibits would
highlight ongoing research activities of individual investigators and departments.
Equine Teaching Center
The Ellen A Hardacre Equine Center is a modern 22 stable horse barn and indoor arena that was
built in 2000. There are no plans at this time for expansion of that facility. Teaching needs for
equine students include expanded classroom and laboratory space at Miller to allow for more
experiential and hands on learning opportunities on site. Currently several ASCI courses vie for
the one existing classroom. With scheduling conflicts, the less than adequate horse tack room
or CREAM conference room must be used as an alternative teaching space.
Outdoor facilities include a 100 x 200 foot outdoor arena, nine turnout paddocks, and three
pastures, north and east of the Equine Center. This management arrangement works well and
there are no plans for altering those resources.
Center for Sustainable Agriculture
The Center for Sustainable Agriculture cultivates understanding and innovative practices,
research and policies that advance sustainable food and farming. Research and the initiatives of
the Center will be integrated with the Agricultural, Environmental and Diversified Systems Core
Facility courses to be offered.
By locating the UVM Center for Sustainable Agriculture at the Miller Research farm, we will be
providing an important and tangible link between the University and Vermont’s diverse farming
community. As such, the Center is in a unique position to build mentoring relationships
between farmers and UVM students, advise on-farm educational programming and connect
applied farm research needs with the facilities and opportunities available through the
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University farms. Throughout its 15-year history, the Center has established a proven track
record of working closely with a wide range of farmers as “research partners”. These
relationships and collaborations have enabled the Center to address a wide array of diversified
farming topics and encourage greater understanding of sustainable agriculture.
Some educational examples potentially taking place at UVM’s Miller Research and Horticultural
Farm’s in partnership with the Center may include: local food systems classes, livestock
infrastructure workshops, diversified (farm) business planning, composting, regional value chain
coordination, management-intensive and vegetable production demonstrations, and student
research in Plant & Soil Science, Animal Science, Nutrition & Food Sciences, Community
Development & Applied Economics, and Environmental Science, as well as Community
Participatory Action Research (CPAR).
The goals of the Center align closely with the wider goals of the University; equitable access for
all Vermonters to healthy, high quality food; reduced-carbon farming systems; and
development and support for beginning farmers to maintain and grow Vermont’s agricultural
heritage and economy.
The Center has current programs in the areas of value-added marketing, sustainable food
production, nutrition education, beginning and experienced farmer business planning, on-farm
energy production and local food research along with partners within the University and
statewide. Finally, as a learning organization, the Center continually seeks to discover and
share new ideas and new approaches to best address the ever changing landscape of Vermont’s
food system.
To accomplish his work, the Center Supports farmers and communities through diverse
approaches to collaborative learning and applied research; Integrates scientific expertise and
practical wisdom to identify ecologically-balanced and viable choices for farmers and
communities; Links aspiring and experienced farmers, communities, consumers, service
providers, policy makers, scientists, and students to new resources, networks, and
partnerships; Builds the capacities of our partners and those we serve to become
transformational leaders and the catalysts for broader change; and Shares lessons broadly and
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increase access to current, relevant and credible information on sustainable agricultural
practices.
The Center envisions sustainable food systems that foster successful farmers, cultivate
environmental stewardship and enhance the quality of life and vitality of our communities.
UVM Horticulture Research Center
The University of Vermont Horticultural Research Center (HRC), also known as the "Hort Farm,"
consists of 97 acres located off Shelburne Rd in S. Burlington. In its 60 year history, the UVM
HRC has facilitated research in vegetable, fruit, field/forage crop and ornamental plant
production, pest management, soil management and crop quality. It has had a close
relationship with the Miller Complex in terms of labor management, equipment maintenance
and storage, and land use.
It has an excellent collection of ornamental trees and shrubs, many of which have been
selected for adaptation to previously cold Vermont winters, and fields used for agronomic
purposes. The HRC serves as a focal point for an enthusiastic and active grassroots organization,
“Friends of the Hort Farm,” who are dedicated to enhancing and promoting the plant
collections there. Infrastructure for teaching and research at the HRC is presently suboptimal
for future support of these activities.
Although technically a research facility, the UVM HRC has also long been utilized for
undergraduate, graduate, and extension education. Since 1994, a student-run, three acre
vegetable CSA (community supported agriculture), referred to as “Common Ground”, has
provided experiential and service learning opportunities for undergraduates interested in
sustainable agriculture systems. In 2011, the Farmer Apprentice Program (renamed Farmer
Training Program (FTP) for 2012 and beyond) implemented an intensive post-baccalaureate
training program managed through Continuing Education with sites at the Burlington Intervale
and HRC. The HRC is also utilized by several Plant and Soil Science courses.
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Current scenario:
1. Courses currently taught through PSS during the regular academic year do not coincide with
the growing season, and the HRC could be better utilized for teaching if some courses were
taught during the summer.
2. Equipment, facilities and personnel are a common denominator for teaching and research
at the HRC and currently there are limitations in this support infrastructure. It follows that
improving the infrastructure would serve two purposes and provide a common foundation
for teaching and research.
3. The increasingly competitive environment for extramural research funding and the growing
national scarcity for research dollars makes it difficult to sustain the infrastructure needed
for research at the HRC solely from research or Experiment Station funds. However, funds
generated from a teaching program at the HRC could contribute to the support
infrastructure, leading to long-term sustainability in both research and teaching.
4. With an increased interest in local food production and consumption and an explosive
growth nationally in Community Supported Agriculture (CSA) operations over the last few
years, the HRC is in a position to help provide UVM with nationally recognized leadership in
research and education of this growing area.
5. The time is right to launch a new initiative to build educational and research activities at the
HRC. An energized HRC would interface with and lead current national trends in agriculture,
advance the mission of CALS, and complement current efforts to build UVM as the premiere
environmental university.
A first step in creating a new and revitalized mission for the HRC is to change the name to
reflect future integrated activities in teaching, research, and outreach at this interdisciplinary
complex. We therefore propose changing the name to the Horticulture Research and
Education Center (HREC).
The Horticultural Research and Education Center (HREC) will serve education, research, and
outreach in Vermont and New England. Niche academic and research areas will be organic and
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sustainable specialty crop management (e.g., vegetables, apples, grapes, etc) and Community
Supported Agriculture (CSA).
Unique Features of the HREC
The HREC is uniquely suited among the UVM Farms properties to horticultural crop science,
defined as high-value, low-acreage crops that involve specialized labor and production methods,
including fruit, vegetables, herbs, and ornamental plants, including field, nursery, and
greenhouse production. Aspects of the property that support this focus include:
1. Adams Windsor loamy sand soil that is representative of Champlain and River Valley
Soils of Vermont that are often used in horticultural crop production. This soil type is
not represented at other UVM farm lands. At the same time, the HREC is not located in
a flood plain as found at Burlington Intervale, and therefore more consistent and secure
programs can be implemented on its lands than at that site. This soil is well-suited to
production of vegetable, ornamental, small fruit, and tree fruit crops, in fact the soil
characteristics were a primary reason for the farm purchase in 1952.
2. The HREC is a secure facility with perimeter fencing which provides protection from deer
and other wildlife as well as limiting access from the public to maintain research and
teaching plot security and to facilitate safe application pesticides to crops.
3. Separation from concentrated animal agriculture, which addresses Good Agricultural
Practices (GAPs) and food safety requirements of setbacks from manure and animals,
while helping to control traffic patterns.
4. Roughly one-half of the HREC plots are managed organically, with some orchard plots
certified organic by Vermont Organbic farmers, LLC since 2008, and others with
potential for certification.
5. Given the well-drained soil at the HREC, significant infrastructure for irrigated
agriculture exists which can be maintained and expanded for future projects. This
includes three ponds which provide significant watering capacity, and in 2010 the City of
South Burlington invested resources to dredge the main ponds. Equipment includes
pumps which feed an underground piping network including overhead sprinkler and
trickle irrigation systems. Although the reach of the present irrigation system is limited
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by the physical capacity of the present pumps and pipes, a well on private property to
the east of the farm has been identified that could serve adjacent portions of the
property, and the current owner has expressed support in its use by the farm.
6. Facilities with drying ovens, a root cellar, a grinder for forage and other samples, a walk
in cooler for crop storage, and a field lab for sample preparation and apple/vegetable
sales
7. Greenhouses at the HREC include one heated, full-purpose unit with year-round water
access; one unheated shade/wintering structure; and one hoophouse in common
ground fields for field production/season extension
8. An extensive suite of farm implements which cater to field and horticultural croip
production. The HREC also houses maintenance shop and covered implement storage at
the Blasberg building, and present staff provide training on equipment to farm users.
9. The east field which has previously been used for crop production for the dairy herd
prior to its reduction in 2009 is ideal for expanded intensive horticultural crop
production. In 2011, the Farmer Training Program began preparation of a portion of the
plot for future use as a teaching site, and Dr. Bosworth has expanded research plots into
the north section of the field which focus on forage and biofuel research.
10. Significant, unique, and well-recognized plant collections including woody ornamentals,
perennials, lilacs, landscape trees, grapes, apples, and rhododendrons. These collections
are used in PSS teaching activities and provide representation of mature plants to the
landscape and nursery trades.
11. Significant, established programming and public interface activities include the Common
Ground Student-Run Farm, the Farmer Training Program, Extension activities including
annual meetings of apple/grape growers, and workshops and events sponsored by the
Friends of the Hort Farm. The Friends maintain over 200 active members who represent
the majority of counties in Vermont. They are important in sponsoring outreach and
educational programming at farm, provide planning assistance and vision for future of
farm, and materially funding 2 interns each year who maintain collections and provide
facility support. Other community and commodity groups that support or use the facility
include the Vermont Tree Fruit Growers Association, Vermont Grape and Wine Council,
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Vermont Nursery & Landscape Association, Master Gardeners, and the Burlington
Garden Club. Finally, apple sales at the farm provide significant community interaction
with roughly 200 transactions weekly during an 8-10 week season, with sales on Fridays
only, and are the primary cash funding of basic HRC operations. Apple sales amounted
to over $20,000 in 2010, and revenues have been increasing annually at 15-30% since
2005.
Teaching Opportunities at the HREC
Academic Coursework
A cornerstone for the future of the HREC rests in an increased summer curriculum centered on
Community Supported Agriculture and Specialty Crop production. The HREC will function as an
outdoor classroom and living laboratory for classes that involve field and greenhouse training
for students interested in local food production and marketing, following the CSA model. The
Plant and Soil Science Department began recurring, a two-year Summer Institute in 2009 to
provide students with a highly-flexible, innovative, hands-on program is designed for aspiring
farmers, agriculture leaders, and people interested in learning about the food system first hand.
Throughout the growing season, students can select from complementary courses that provide
powerful tools for understanding and applying techniques that are at the heart of sustainable
food production.
These summer offerings are being taught field-station style. There are introductory lectures
followed by field-based activities at the HREC and the regional area. Course offerings were
designed to serve UVM students as either requirements or electives toward the majors of
Sustainable Landscape Horticulture (SLH) and Ecological Agriculture (EA) and minors of EA, SLH,
and Food Systems. We aim to attract outside audiences that include K12 teachers, nontraditional students interested in learning production systems, and traditional students moving
through their BS in less than 4 years. Summer courses have the advantages of coinciding with
the growing season in Vermont, a savings of 15% on tuition, and a student graduating 1 or 2
semesters early.
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Past Curriculum (For more information, go to http://learn.uvm.edu/?Page=farmward.php).
2009: Nutrient Management
Morning sessions in the classroom will be held at the UVM Miller Farm classroom and
afternoons will be devoted to experiential learning at the UVM Farms and field trips across the
state of Vermont.
PSS 154 Composting Ecology and management (3 credits)
PSS 162 Soil Fertility and Conversation (3 credits)
PSS 195 Management of Nutrient Runoff (2 credits)
PSS 212 Advanced Agroecology (4 credits)
PSS 196 Organic Farm Practicum (3 + 3 credits): Students will learn farm planning and
management, business planning, and gain hands-on experience in vegetable production.
2010: Pest and Pathogen Management
Morning sessions in the classroom will be held at the UVM HREC classroom and afternoons will
be devoted to experiential learning at the UVM Farms and field trips across the state of
Vermont.
PSS 106 Entomology and Pest Management (4 credits)
PSS 117 Plant Pathology (4 credits)
PSS 112 Weed Ecology and Management (3 credits)
PSS 195 Tree Fruit Production (3 credits)
PSS 21 Introduction to Ecological Agriculture (3 credits)
PSS 196 Organic Farm Practicum (3 + 3 credits)
Future topics may include: alternative energy, advanced marketing, niche markets, medicinal
plants, viticulture, business planning, marketing, and a more extensive internship program that
places students at not only the HREC but other Vermont Community Supported Agriculture
enterprises.
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Non-Traditional Certificate Training
In 2011, the Farmer Training Program curriculum was initiated which serves a new and unique
clientele from traditional academic programs. This certificate program which seeks to train
post-baccalaureate and other interested students in diversified agriculture opportunities that
represent the core of applied Food Systems concepts as outlined in the spire. In its first year,
the FTP enrolled 14 students from diverse backgrounds and geographic regions including
students from the northeast (Vermont, Massachusetts, New York, New Jersey) as well as
California, Missouri, and Kansas. The program is modeled similar to other successful programs
such as the UC Santa Cruz and Michigan State University student farm programs. This program
meets outside of the traditional academic year, with five-months of teaching in 2011 (MayOctober) and plans for increased offerings in future years.
Outreach Education
Energizing the HREC with a spectrum of teaching and research activities would make it an
obvious site for the Master Gardner’s Program. This program could be housed in an information
center that had a small library and staffed by individuals who could take calls through the 1-800
help line and who could provide first hand advice to the public. This would be an ideal
demonstration site for Vermonters and New Englanders seeking information about sustainable
gardening, garden and landscape horticulture, integrated pest and pathogen management,
suburban storm water management, and turf practices.
The HREC can also continue to serve as an important demonstration and applied research site
for commodity groups involved in specialty crop production. Producer associations including
the Vermont Tree Fruit Growers Association, Vermont Grape and Wine Council, Vermont
Nursery & Landscape Association, and others, as well as supporting Extension program
personnel, would be well-served by uniquely integrated food systems-related plantings that are
presently housed at the site, and which should increase in the future.
Increasing new academic and outreach programs which include implementation in the summer
as opposed to the regular academic year has several compelling advantages:
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• It can recruit a new body of students that are not currently enrolled at UVM.
• It does not compete with existing programs offered during the regular academic year.
• It utilizes university facilities at a time when they are underutilized.
• By housing students through residential life, additional revenue can be generated
from
the summer program.
There are other benefits associated with this proposal:
• Faculty resources are largely in place to launch the summer program.
• Little investment of funds is needed to launch the program.
• Program growth is flexible and a wide range in student numbers can be
accommodated.
• Course offerings are flexible and they can change with time and demand.
• Other courses could be linked to the program (e.g., medicinal plants, herb gardens,
botanical illustration, urban horticulture, nutrient management).
• The program could attract teachers and grow into a K-12 program for Vermont
schools.
• The program has the potential to involve all departments within CALS and it could link
the college together in a collective enterprise.
Applied Food Systems Research at the HREC
Research at the HREC would include perennial planting areas (e.g., apples, cold hardy grapes,
ornamentals) in addition to areas dedicated to other funded research (e.g. storm water
runoff/water quality, urban landscaping, etc). A percentage of the farm land base may be
designated for a large long-range research project involving collaboration among several
faculty. Research areas of the farm may be delineated by ‘living fences’ or other barriers to limit
public access. Committee members favor a model where grants could be used to help support
managerial and technical assistance, rather that assessing a user fee for land.
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In 2011, the following supported research projects are active on the farm:
1. Apple Research and Outreach.
The Hort Farm has supported applied apple research and outreach since it was
purchased by the University in 1952. Current projects include 4.6 acres of observation
and demonstration Integrated Pest Management (IPM) orchards that provide ecology
data for publication in industry newsletters; assessment of high-density tall spindle
training systems; and evaluation of rootstocks and varieties. http://orchard.uvm.edu
In addition, the Organic Apple Research and Demonstration (OrganicA) project,
comprised of 2.6 acres in four orchards, is a long-term project that assesses the
horticultural and economic feasibility of adoption of organic apple production in the
northeastern U.S. http://www.uvm.edu/~organica
2. Wine and Table Grape Research
Viticultural research is conducted in the 0.4 acre research vineyard associated with the
national coordinated NE-1020 Multi-state Evaluation of Winegrape Cultivars and Clones
trial. This vineyard also supports a U.S. EPA Pesticide Environmental Stewardship
Program Project grant which helps grape grower develop best pest management
practices in their vineyards.
http://pss.uvm.edu/grape/
3. Small Grain, Biofuels, and Agronomy Projects
Dr. Bosworth uses about five acres of the farm for several research projects involving
agronomic crops including spring wheat disease management, switchgrass production
for biofuels, and other turf and forage plant assessment.
http://www.uvm.edu/pss/vtcrops/
4. Branch Out Burlington Community Tree Nursery
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Dr. Skinner manages this plot in conjunction with arborists from the city of Burlington as
a nursery to provide street trees to the city and surrounding community. Plants in this
plot are also integrated into Hatch-funded research.
5. National Elm Tree Evaluation
This research project is cooperative between 15 different sites/regions of the United
States with the University of Vermont representing the New England region. The study is
evaluating 19 Dutch elm disease resistant elm species/hybrids for: resistance to other
diseases and insects, geographic adaptation, meteorological tolerance, growth rate,
form and ornamental features, over a 10 year period. A poster, summarizing the results
to date, was presented at the Vermont Division of Forestry's Urban and Community
Forestry workshop, "Return of the American Elm to the Community Forest" held at
Marsh-Billings-Rockefeller National Historic Park, Woodstock, VT on September 24,
2010.
6. American Chestnut Germplasm Conservation Orchard
The project is a collaboration between the American Chestnut Foundation and UVM.
Students in PSS 138 Commercial Plant Propagation learn grafting techniques using
American Chestnuts and then the plants are planted at the Hort. Farm for long-term
germplasm evaluation.
7. Off-Site Research Support
HREC facilities including equipment, supplies, maintenance shop, filed laboratory,
coolers, driers, and forage grinders are used extensively by students, staff, and faculty
involved in off-site research projects/
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Present Facility Limitations
The HREC contains five primary non-greenhouse buildings which present opportunities and
challenges for present and future use of the facility. One important consideration is that all
utilities entering the property presently are located below the main driveway, with no utlility
poles present and limited access before they reach their terminal points in the buildings.

Blasberg Classroom Building:
The Blasberg building serves as the primary building for the facility. It houses a 45-seat
classroom, but with no permanent desks or other seating options, and rather uses
moveable tables and chairs as needed. The classroom is adjacent to office space and
bathrooms, which can lead to interruptions due to traffic into and out of these areas. The
front office is poorly laid-out with direct entry to the two bathrooms, and thus is currently
used as a reception area. Gathering spaces are limited, and thus, the front office is often
used as a de facto meeting and congregating area. Building entry is directly into the
classroom or a small breezeway, so persons entering may interrupt class sessions, and field
soil is easily tracked into the building. A second office, formerly an apartment, also opens
directly to the classroom, and has become the primary administrative office for the facility,
as well as housing field research office space. The building also houses the farm machinery
shop, and noises odors, and other disturbances from its use can be disruptive to classes.
The building itself, while structurally sound, has deferred maintenance issues including:
poor ventilation and insulation, a lack of adequate up-to-code outlets, deteriorating interior
and exterior paint, and an aging heating system. Additionally, the building is serviced only
by a low-speed wireless 3G internet connection that frequently is overloaded by normal
network usage. The building is serviced by a private well which feeds directly into it in
addition to supplying the greenhouse, field laboratory, and agrichemical storage shed with
water via buried ¾” lines. The Blasberg building could be repurposed by providing for
deferred maintenance to address general shortcomings, and by converting the classroom to
a flexible field research setup area.

Field Laboratory
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Electric service to the facility enters this building first, and is then fed back to Blasberg, the
irrigation pumps, and the agrichemical shed. Located adjacent to Blasberg, this building
houses important infrastructure including walk-in drying ovens, the forage sample grinder, a
walk -in produce cooler, root cellar, and field laboratory spaced used for sample
preparation and data collection as well as apple sales and CSA pickups. Each of these is
functional, but typically operated at full capacity for at least some portion of the season.
Increased programs which generate plant or produce materials will necessitate upgrades to
the capacity of these facilities. One shortcoming of this building is the lack of forklift access
into coolers for large containers such as apple bins or pallets of materials.
The building is in decent physical shape, with similar deferred maintenance issues as the
Blasberg building.

Pole barns
Located in the Blasberg-Field Lab building envelope, the pole barns both attached to
Blasberg and freestanding to the south serves as important equipment and supply storage
areas.

Agrichemical storage and mixing shed
The ‘spray shed’ is isolated from other buidlings along the north end of the property. This
facility is required to provide secure and separated storage of agrichemical products and
equipment away from other activities at the farm. While in reasonably good condition, it
also requires basic deferred maintenance as well as upgrades to ventilation, lighting, and
electrical systems. The building does not house a mixing pad, which is needed to provide for
the safety of applicators and the environment. A low-cost mixing pad with poured, sloped
slab and catchment basin and basic pole-barn type roof can be built to the south of this
present building. Numerous plans are available
(http://www.caes.uga.edu/publications/pubDetail.cfm?pk_id=6204) and are acceptable for NRCS
funding.

‘Green Barn’
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This building on the northwest corner or the property is used for equipment and supply
storage. It is in reasonable shape with no utility access, but contains many decades of
collected supplies as well as having housed raccoons and other visitors. It could be cleaned
out and continued to be used for storage, although its placement near the present curb cut
for an alternative access may make its demolition or other repurposing attractive
The critical facility needs of this proposal can be met with relatively low-cost maintenance of
the present buildings for use in research programs, as well as construction of a new teaching
and outreach facility that will facilitate and complement the state-of-the-art integrated Food
Systems programs planned. There also exists a need for housing , especially for the Farmer
Training Program participants, whose needs fall outside of the traditional academic year and
are thus not well-served by UVM Residential Life.
Nutrition and Food Science Core Facility
In coordination with all proposed activities on the farms would be a foods lab for students to
experiment with the “plate” aspect of the seed to plate (and back again) model. A foods lab on
premise would allow students to connect planting, to tending, to harvesting, to preparing, to
composting, and all that is involved in between. Nutrition students, as well as many other
majors and minors including, education, environment, and food systems would be granted the
opportunity to connect their learning to diversified ag models currently not available at
American universities anywhere in the US. Students with ambitions to work in hospitals, or
schools, and/or NGOs would be given first hand and unprecedented access to the future of
food procurement and preparation within institutional settings. Current instruction in the
department that utilizes the foods lab in Marsh Life Sciences is almost completely restricted to
NFS majors as space and resources are at a minimum. Expansion of our ability to “process”
food could lead to innovative workshops for students and the community. For example; bread
making with the wheat currently being grown from the PSS research projects and preservation
and canning with the produce produced by the PSS gardens in the summer/fall. Moreover,
with the growth of the farm to school initiatives in the state (38 at last count), the College of
Education and Social Services has expressed interest in having education students learn to use
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food in the classroom and integrate nutrition principles into existing curriculum. Learning how
to teach “farm to school” would be best accomplished at a farm with a classroom. We could
provide a facility that could not only train VT teachers but offer summer workshops to others in
the US who are interested in pursuing these connections. Siting of the foods lab could be at the
HREC or Miller site, but provisions must be made at the HREC for field preparation of crops,
including washiung, sorting, trimming, packaging, and storage, at a site adjacent to the
producing fields and segregated from concentrated animal agriculture.
Finally, Vtrim, a behavioral weight loss program currently run out of Continuing Education at
UVM, would have the opportunity to expand instruction to residential workshops on how to
cook low calorie, low fat, fresh meals utilizing food grown on site. Community participants pay
for Vtrim and thus could provide an additional revenue stream for the farm. A foods lab with
residential housing and conference center would also provide food for residents and
conference participants visiting the farm; could provide housing for Vermont Institute for
Artisan Cheese workshop participants and could maybe even provide a vehicle for resurrecting
the dairy bar!
MANAGEMENT
While there should be as much student involvement at the farm as possible (at all times of the
year), there will be a need for the university and college to commit to two full-time faculty or
staff positions (an instructor/coordinator to oversee the care/maintenance of the animals and
possibly teach some of the courses/labs, and a director/coordinator of the visitor/education
center) at the Miller-sited facility. Additionally, the HREC will require commitment to one fulltime, year-round facility manager, as well as a faculty-level 0.25 FTE director.
Do we want to propose one full-time faculty director to oversee the whole campus?
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FACILITY NEEDS
ANIMAL AND SOIL HEALTH AND PRODUCTION TEACHING AND RESEARCH
CORE FACILITIES
Common facilities
Arena
Public visitor’s / education center
Residential space for summer session students and visiting scholars from institutions
outside UVM
Housing for undergrad/grad students (housing for work?)
Housing for short term overnight work (ie grad student overnight sampling trials)
Conference room
Fully equipped kitchen facility with 10 stations and a dining room (to seat 26)
Farm staff faculty locker-room and shower facilities
Farm staff office space
Adequate bathroom facilities for increased traffic by students and the public
Lunch room / kitchenette facilities / employee rest/break room
Workshop and adjoining machine shed (with 6-8 bays for storing large machinery)
Feed storage facilities
Computer lab
Animal housing facilities
DAIRY COWS
80 stall Free-stall barn with animal handling facilities (chute system & head
gates)
24 stall Tie-stall barn with pipe-line milking system
Dry cow housing [bedded pack barn for group housing with individual calving
pens (n=4) adjacent to bedded pack group housing]
Solar barn for calves
Young stock housing including outdoor calf hutches and cohort group pen group
housing for up to 100 cattle of ages birth to 24 months.
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Double 4 rapid exit milking parlour with basement (ie subway milking system)
Milk room
Supplies room/ tack room
HORSES
DOGS
Kennels and indoor/outdoor space…with small office space
OTHER ANIMALS
Housing for chickens, pigs, goats, sheep, alpacas/llamas, beef cattle
Small animal holding room
Connected to large animal classroom
For species brought from off-campus (ie dogs)
Small exotic animals housing
Doesn’t have to be big…10x20 ft?)
Birds,rabbits, reptiles
Storage for feed, shavings, etc
Sink, floor drain
Air system needed?
Wildlife observation shed to demonstrate wild-life value of farms (relates to
agritourism and positive perception of rural lands)
Teaching facilities
CREAM herd office (seating approx. 5 students)
CREAM meeting room and library (seating approx 35 students) – second floor location
with windows overlooking milking parlour, tie-stall and free-stall facilities
Large animal classroom with stadium seating
Designed so that both large and small livestock animals can be
contained/restrained
Ideally everything in the center of the room can be removed, allowing more
uses for the space (ie community events)
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Media equipment so that dissection and necropsies shown on screen and
easily seen by all (this is especially important when working with small species)
40 seats per side
Computer lab
Web-cam capabilities in animal facilities to observe animal behavior
Locker room
Student coveralls and boots storage (min 100 students)
Storage closet/room
Materials and supplies temporarily at farm for specific classes
Lockable
One per department
Wet Labs (x2)
Connected to classroom
Set up like a teaching lab on campus (?)
Basic research equipment (centrifuge, refrig, freezer, hood….)
Microscopes (10-12)
Microscope with digital camera and imaging system for sharing interesting
slides
Digital access to rhizotron cameras for viewing soil processes
Soils Preparatory Space
Research and Production facilities
Animal chambers (for greenhouse gas emissions studies?)
Dairy products processing facility
Weather station with soil moisture, soil temperature and electrical conductivity sensors
Rhizotrons
12 Lysimeters with tipping buckets and potential for supporting autosamplers in various
field locations
6 Runoff traps with tipping buckets and flow splitters for runoff capture and flux
measurement
Wireless Quantum Cascade Lasers for measurement of gas emissions from pastures
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Research laboratory space (with ph D meters, balances, centrifuges, microscopes, hood,
vacuum, deionized water still, etc)
Animal procedures room / minor large animal surgical suite
Artificial wetlands for runoff mitigation
Pastures
The fields near the facilities should be set up for rotational grazing.
Other fields
More distal fields set up for biofuel production and silage corn/hay production
Concrete Pads
Facilities to treat manure, compost, manure digester effluent and biosolids
HORTICULTURE RESEARCH AND EDUCATION CENTER
An important consideration in the redevelopment of the HREC is the partitioning of the
property into ‘public’ and ‘research’ zones. The former would be served primarily by a new
‘outreach’ building, and would include teaching gardens, Common Ground farm, plant
collections, and food preparation and distribution/sales areas. The research area would be
serviced by the Blasberg building envelope which would house equipment, research
infrastructure, a field research lab, irrigation systems, and outbuildings including the
agrichemical storage and loading facility. This zone would also be accessed by the fire/utility
entrance on the present drive to facilitate truck and material traffic. These zones can be
delineated by living hedge-type landscaping, signage, and fencing around sensitive research
plots.
New Construction
Increased programming at the HREC would require construction of a new, state-of-the-art,
‘green’ building that would house teaching and public outreach functions for the facility. A twostory structure with basement would be desired. Such a building would include:

Class/conference rooms: 6, 20-seat rooms with flexible partitions to allow for seating up
to 100 for large meetings or lectures
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
Open-air option, where a classroom or multi-purpose room would open to a
landscaped/foodscaped patio

Visitor’s center with informational kiosks. Could be housed with:

Master Gardener’s helpline and reception area

Food systems library

Wet labs with 8-10 fume hoods and full wet stations (in basement?)

Teaching kitchen. This can double as a food lab and meals prep site for conferences and
residential guests. Request for 12 full kitchen stations.

Administrative staff/office space

Locker and shower facilities. Also, adequate bathroom facilities (one each
men’s/women’s/unisex per floor)

Food/produce receiving and ‘field’ prep area. Separate entrance, loading dock,
integrated produce washing station. This would also access an adjacent cooler which
should be 600 sq feet minimum, with forklift access and integrated shelving/racks.

Produce sales /CSA pickup area

Break/lunch room

Facility janitorial support

Root cellar in basement
This building would form a cornerstone of the food systems programs, and serve as a hub for
horticultural teaching and research/outreach. Siting of the building would likely be at the
north/northwest part of the property, either in the vicinity of the present green barn or the Org
04 or C04 plots (present wheat research and lilac collections, see plot map at end of this
document).
Given the investment in infrastructure at the west edge of the property, and increased use in
the former crop fields to the east, a modest structure adjacent to those fields would serve
programming purposes and allow users to store tools, use bathrooms, and congregate without
having to cross the length of the property. Such a building may include an open air section for
equipment storage or crop collation/preparation, and enclosed section for congregating, eating
lunch, etc., and a bathroom. Utilities to this building would require access from the eastern
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portion of the property. Alternately, if potable water can be secured from the private well to
the east, the building could use green technologies such as solar power and composting toilets
to minimize impact on surrounding agricultural/research plots and maintain a sustainable
building profile.
Reorientation of HRC Drive
New construction of an outreach facility would require development of a new, primary driveway
accessing Green Mountain Drive from the curb cut presently in place at the northwest corner of the
property. This drive change is supported by a neighbor, the Vermont Commons School. The new drive
would allow for access to utilities, including city water and sewer, electric, and fiber optic data
connections. The present drive would be maintained as a fire and utility access, and to preserve the
utility access to the Blasberg building.
Repurposing/Upgrades to Present Facilities
Existing buildings will require attention to basic deferred maintenance and upgrades to meet new codes
or safety standards. Including:

Exterior and interior painting, sill and window replacement, roof repairs or replacement

Upgrades to heating systems

Ventilation improvements in maintenance shop and agrichemical shed

Construction of a covered agrichemical mixing pad south of the present storage building with
eyewash and shower fixtures
(http://www.caes.uga.edu/publications/pubDetail.cfm?pk_id=6204)
STUDENT AND VISITING SCHOLAR HOUSING
An obvious obstacle to increased participation in summer programs, and the Farmer Training Program in
particular, is the lack of affordable housing on-campus or within the community for seasonal students.
Because the FTP is a five-month (or longer, in the future) program which spans academic semesters
from early May through October, its students require housing during times when traditional campus
housing is at capacity. Similarly, students interested in summer programs proposed for both the Miller
and HREC sites have identified a need for affordable, simple housing during their academic programs.
Cynthia: can you elaborate on this a bit??
Flexible, bunk-style housing for 20 students located on either or both farm sites, or at a location in
between such as the Wheelock property is requested to help address this issue. Housing can be simple
and seasonal. It would require basic amenities such as shared kitchen and bathroom spaces, electricity,
and internet access.
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Institutional Purchasing and Agricultural Marketing
Funding for staffing and operations in this proposal can be at least partially accomplished through
integration of the farms and their products into the University food system. This is not without
precedence, as Common Ground has sold Sodexho Dining Services shares of vegetables for several years
now, and for many years the UVM Dairy Farm provided milk to the Dairy Bar for use in on-campus
processing and sales. In addition, savings from reduced tipping fees realized from composting of campus
food and other organic wastes may be applied to the long-term funding of components of this plan.
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