Organic Food and Agriculture
AGSCI / CSS / HORT 380
Instructor:
Dr. Julie Grossman
Teaching Assistant:
Patrick Castrenze
Location :
Office hours:
14 Fernow Hall
By appointment only
Lecture (3 credits):
Optional Lab (1 credit):
MW 2:55-4:10
Fridays 1:25 – 4:25
Prerequisites: A soils course and a course in agricultural production, or
approval of instructor. CSS 190, HORT 101, and CSS 260 are recommended.
Goal of course: Acquaint students with the techniques and methods of organic
food production, including vegetables, orchard crops, grains and animal
systems. Critically evaluate relevant issues that affect the environment,
consumers, and the industry.
We will use readings from the following main texts:
 Paul Kristiansen, Acram Taji, and John Reganold, Eds. 2006. Organic
Agriculture: A Global Perspective, Cornell University Press. (OA)
 Fromartz. S. 2006. Organic, Inc: Natural Foods and How they Grew, Harcourt
Publishers. (O.Inc)
Students in this course will:
 Hear from experts in the field of organic production and marketing
 Discuss and debate the advantages and disadvantages of organic
production
 Observe organic production first hand through field trip to farms (lab),
 Apply organic production techniques in a living laboratory, Cornell’s
Dilmun Hill Student Farm and Freeville Organic Research Farm, and
Lecture Schedule
Date
Aug 24
Topic
Friday Discussion: Course
Readings
Instructors
--
Julie Grossman
Aug 28
Aug 31
Introduction
(A) Organic agriculture trends
and terms; 'organic' v.
'sustainable' v. 'local'
(B) Discussion: Introduction to
the NOP (Tyson Buerkle)
Lab: Field Trip to Kingbird Farm,
Richfield NY
Sept 4
Sept 7
Sept 11
Sept 14
(A) Nutrition: Is organic food
more nutritious?
(B) Discussion: Markets; Where
is organic food sold? Where
do they source it? Why?
(Holli Edgley and Kendall
Brunette)
Lab: Field Trip to Remembrance
Farm, Trumansburg NY
(A) Governing Principles of
Organic Agriculture: Soil
fertility and crop rotations
(B) Discussion: Soil Health in
Organic Systems (B.S.)
(Abha – Boca Burgers)
Sept 18
Sept 21
Lab: Hands-on demonstration on
soil health at Dilmun Hill Student
Organic Farm
Vegetable production
(A) Nutrient management and
crop rotations
(B) Discussion: How do organic
farmers manage pests? (A.S.)
Lab: Hands On! Pest and beneficial
Chapter 1: Overview of
Organic Agriculture, p. 124 (OA)
Discussion: Chapter 9:
Organic Standards and
Certification,(OA) p. 201219; and review NOP and
IFOAM websites
- Mitchell et al., 2007
- Benbrook, 2007
Discussion: Chpt 11,
Understanding the
market for organic food,
p.245-255 (OA); “A local
initiative: From farm to
market” p.69-108. (O.Inc)
- The Basics of Soil
Organic Matter, Physical
Properties, and Nutrients.
p. 1-55
- Cover Crops and Crop
Rotations. p. 89-106
(both from Building Soils
for Better Crops)
Discussion: Primer on
Soil Health (3 pages)
Anu
Rangarajan
Karma Glos
Jennifer
Wilkins
Nathaniel
Thompson
Meagan
Schipanski
Julie Grossman
Robert
Schindelbeck
- Chapter 2: Soil fertility
in organic farming
systems. p 25-51 (OA)
- Crop Rotation Planning
Procedure, p.1-5;
- Physical and Biological
Processes in Crop
Rotation
Laurie
Drinkwater /
Charles Mohler
Discussion: “How do
organic farmers fertilize
crops and control pests,
diseases, and weeds?”;
Abby Seamen
insect scouting at Dilmun Hill
Sept 25
Sept 28
Weed Ecology and Management
(A) Weed ecology
(Tyson – After the Fall)
(B) Discussion: Mechanical
weed management (CM)
Oct 2
Oct 5
Lab: Field Trip to Freeville for
cultivation equipment
demonstration
Grain Production
(A) Organic grain production – a
farmer’s perspective
(Vicky – Annie’s Mac&Cheese)
“How Ecologically Based
Pest Management
Works”
Mohler, C. Chapter 3.
Cultural Weed
Management.
Discussion: Mohler, C.
Chapter 4. Mechanical
weed management.
Robin Bellinder
Chuck Mohler
Producing high quality
crops: a processor
perspective. P. 131-138.
From: The Organic Field
Crop Handbook
Thor Oeschner
(OA); and “Developing
no-tillage systems
without chemicals: the
best of both worlds” p.
83-90 (OA)
Klaas and
Mary-Howell
Martin
Ikerd, J. Contradictions of
principles in organic
farming. p.221-229; (OA);
“Backlash: The Meaning
of Organic” p. 188-236.
(O.Inc); Gilman, S. 2006.
“Holding on to Organic:
A grassroots perspective
concerning big foods
threat to organic” NOFA.
Steve Gilman,
farmer and
Policy
Coordinator
NOFA
- “The organic method:
Strawberries in two
versions” p. 32-68. (O.Inc)
- Merwin Keynote, 2001
- Reganold et al., 2001,
“Sustainability of three
apple production
systems”.
-Pritts, M. 2002.
Ian Merwin
(B) Discussion: Tillage in organic
systems; which is better: no till v. Discussion: “Tillage:
How bad is it in organic
organic (Ben Scott-Killian and
agriculture?” p. 295-300
Matt Ball)
(Ben – Kale from Dilmun)
Oct 12
Lab: Visit to Klaas Martens’ farm
and Lakeview Grain Mill in Penn
Yan (1.5 h trip, will go late)
Discussion: The NOP and its effects
on production (SG)
(Rachel – Ithaca Soy)
Oct 16
Oct 19
Lab: Exercise at GreenStar Cooperative Market with Steve Gilman
and Joe Romano
Orchard Crops
(A) The ABC’s of organic
orchards
(B) Discussion: Apple
production using Integrated
Fruit Production (IFP) v.
Organic (G.P.) (Alex –
Chuck Mohler
Joe Romano,
Marketing
Director
GreenStar
HonesTea)
Oct 23
Oct 26
Lab: Visit Cornell Orchards: field
trial of organic – IFP – conventional
apple production; strawberry plots
Dairy I
(A) Lecture: Organic DairyAdding Diversity to New
York's Dairy Industry
(B) Discussion: What has NOP
done to dairy production:
pastured standards and
origins of livestock (Jenny
Rothenberg and Charles
Hyland) (Matthew – Kiwi)
Oct 30
Nov 2
Lab: Vaughn Sherman, 300 cow
farm; Dryden NY
Dairy II and Value Added
(A) Certification, Processing and
Marketing
(Charles – Kingbird hotdogs)
(B) Processing, Storage and
Value Added Products;
Certification of food
processors (Alex Matthews
and Kelley McCrudden)
“Growing
Strawberries…”
Greg Peck
Marvin Pritts
- Dimitri, C. and
Venezia, K., ”Retail and
Consumer Aspects of the
Organic Milk Market”
Fay Benson
Extension
educator CCE
Cortland
County
- Chapter from “Organic
dairy farming : a resource
for farmers” Chapters
1,2,4, 5
Discussion: Cornucopia
Institute web reading
--
Discussion: Readings
regarding Meadowsweet
closure and raw milk
Peter Miller
Organic Valley
Co-operative;
East Region
Pool
Coordinator
(Holly – Stoneyfield yogurt)
Nov 6
Nov 9
Lab: Meadowsweet Farm and
Dairy, Steve and Barbara Smith
International integrated organic
systems and Permaculture
(A) International integrated
organic systems – Africa
Steve and
Barbara Smith
“Voice from the other
side: A Ghanaian view on
organics” p.351-359 (OA)
Alice Pell
Director
CIIFAD
(Jenny – Dagoba chocolate)
(B) Discussion: Permaculture
(S.G.)
Discussion: Hemenway,
Steve Gabriel
Lab: Permaculture in Theory and
Pratice at Dilmun Hill farm
Nov 13
Nov 16
(A) Farmworker and
immigration issues in NY
State organic systems (Kendall
– Equal Exchange coffee; Jenni –
Dagoba chocolate)
(A) Discussion: Can Organic
Farming Feed the World?
Article: Organic Agriculture
and the Global Food Supply;
Badgley et al., 2006 (Abha
Gupta, Rachel Fuller, and
Rachel Frank)
T. "A Zone of One's
Own." , and
“Ecological Culture
Design: A Holistic View”
Mark, J. 2006, “Us v.
Stem: “, Grist.
Shreck, A., Getz, C., and
Feenstra, G. 2006. “Social
sustainability, farm labor,
and organic agriculture:
Findings from an
exploratory analysis”
Mary Jo
Dudley
Cornell
Farmworker
Program
Discussion: Badgley et al.,
2006.
(Kelley – Baby carrots)
Karl North
Nov 20
Thanksg
Break
Nov 27
Nov 30
Lab: Field trip to Northland Sheep
Dairy, Marathon, NY (will go late)
(B) Discussion: Organic
Agriculture and the Cuban
Experiment (Vicki Christian
and Miriam Goler)
Marketing and Distribution
(A) Big Organic: Is it a Social
Movement or a Marketing
Movement? (Sarah – Horizon
milk)
McKibben, B. 2005.
“What will you be eating
when the revolution
comes?”
- Pollan, M. 2006. “Big
Organic”, from Omnivores
Dilemma. p. 135-184.
- “A Spring Mix:
Growing Organic Salad”,
p. 108-144. (O.Inc)
(B) Summary Discussion
(C) FINAL EXAM: Synthesis
reports and celebration;
Dec 7th, 2-4PM
Lab: Field trip to Wegmans
--
Karl North,
Northland
Dairy
Julie Grossman
Discussion: “Consuming
Organic: Why we Buy”
and “Afterward”. p. 237266. (O.Inc)
Julie Jordan,
Wegmans
Policies, Grade Distribution and Assignments
My teaching philosophy: My overall teaching goal is to develop scientifically engaged
citizens that are equipped to use their skills toward positive global change. Because I
believe basic science is as much factual understanding of processes as it is questioning of
such information, I use creative lecturing and problem based learning as central
components of my teaching. Cooperative learning strategies are central to my teaching
toolbox, including the use of base groups and dyad pairs for lecture activities,
discussions, case study analysis, problem-based learning, and group quizzes.
Attendance is critical for this course: We are a community of learners. By being part of
this class, you are making a serious commitment to be here both physically and
mentally. As part of your participation grade you may also be asked to work in small
groups. Students, when divided into supportive groups, synthesize material better and
have increased retention. I use small groups throughout my classes for lecture activities,
discussions, case study analysis, and problem-based learning.
Late policy and make-ups: Any late assignments will be graded down by one grade
level for each day missed (i.e. 1 day = an ‘A’ becomes a ‘B’). If you must miss a lab/field
trip you are allowed to pursue a make-up activity for one of the trips. If you must miss
two, it will be a reduction in points.
A note on plagiarism: Every class has a culture influenced by the fact that students
come from widely diverse backgrounds and hold different values. They also learn in
different ways. I will acknowledge your diversity of learning by designing a diversity of
activities for establishing your course grade. I encourage you to acknowledge your
diversities by listening actively to one another. It is equally important that you listen to
students whose opinions differ from your own, arguing with the opinions while
remaining respectful of the individuals who hold them.
Please make sure that all work you turn is your own. On individual or group projects,
using someone else’s ideas either copied or paraphrased is plagiarism and will be dealt
with according to Cornell University policy.
Grade Distribution and Assignments
CLASS PARTICIPATION (30%)
This class is based primarily on your participation in discussions that are based on
readings and/or presentations by invited guest speakers. This means that you need
to come to class prepared (having read that week’s readings) and be actively
involved in discussion.
1.
Responses to readings (140 points): Each week we have a set of readings
assigned that are due by lecture on Tuesday and Friday discussion. I ask that you
read this material, and provide a 150-200 word response to the readings using
the Discussion Board found on our blackboard course site. Your response will be
visible to the class and should show that you are able to summarize and
synthesize the readings with past material you have learned in class, either from
presentations or other readings. Your response should also serve to engage
others in discussion, as that is what discussion boards are for! You are welcome
to comment on other people’s responses, but any criticisms should be wellthought-out and not be inflammatory or disrespectful.
2.
Class participation (60 points): I will give these points based on your
participation in discussions, the asking of questions to presenters, and your
willingness to generally be involved and engaged in the class.
DISCUSSION LEADERSHIP (10%)
(50 points) In a team of two, you are required to facilitate one of the Friday
discussion sections. This requires that you 1) read and understand all assigned
material, 2) generate thoughtful questions pertaining to the material, and 3) find
one additional source of material (reading or quality website) to serve as
reference material for the discussion. The discussion sections noted with a * are
available for facilitation – the rest will either be facilitated by me, or will have a
guest facilitator.
HOMEWORK ASSIGNMENTS (50%)
1.
Autobiography (25 points): An autobiography is a description of your
accomplishments to date. It should answer the questions of: Who are you? What
have been the experiences that have influenced you and your decisions? What
are you good at? What are you interested in? Why are you interested in learning
about organic agriculture? Maximum 2 pages. Due Aug 31 (Fri) via digital
dropbox.
2.
Farmer Interview (100 points): For this assignment you will be asked to
interview an organic farmer of your choosing and report the findings in a 1 page
summary paper. We will make the audio tape of the interview available for other
students to listen to either via Blackboard or another digital format. Your grade
will be based on 1) the questions you design, 2) the effort made in conducting the
interview, and 3) the summary and main points of the interview. More on this
assignment will be presented sometime in the first two weeks of class. Due Nov
20
3.
Farm to Table Report (100 points): You will be asked to choose a product from a
list of organic foods that you will then research from its production to its
consumption points. The final product will be a 5 minute oral presentation to the
class using a short (5 slide or less) power point presentation. Due dates will be
spread throughout the semester.
SYNTHESIS REPORT (10%)
(100 points) This is the point in the semester in which you summarize what you
have learned and gleaned from your readings and presentations throughout the
semester. We will split the class into 2 groups. On the last Tuesday of class, each
group will take a 15-20 minute block of time to describe orally what they felt
were the take home messages from the semester. You will need to demonstrate
that you learned from the invited speakers presentations – this will require that
you take good personal notes on each speaker throughout the semester. A focal
point of the presentation should be presenting an answer to the question: “Is
organic sustainable.” Each group member is also required to write an individual
3 page paper on their personal synthesis. You will be required to evaluate your
group members on their effort and participation for inclusion in the grade. Due
Dec 7 (Final Exam time)