agroecology as a science based in, although fundamentally different from,
ecology ... the end of each chapter in Gliessman as well as those on the Moodle
to ...
Agroecology
BIO4101.01
Monday
and
Thursday
10:10‐12pm
DICKINSON
212
Lab:
Wednesday
2:10‐6pm
DICKINSON
212
Dr.
Valerie
Imbruce
Office
Hours:
Tues
1‐3pm,
or
by
appointment
Office:
Barn
219
[email protected]
Ph.
440‐4891
This
is
an
advanced
course
for
students
interested
in
the
ecology
of
agricultural
systems.
Students
will
gain
a
more
in‐depth
understanding
of
inputs
and
outputs
in
agricultural
systems
and
their
relation
to
primary
productivity,
nutrient
cycling,
energy
flows,
and
species
interactions
on
farms.
We
will
consider
agroecology
as
a
science
based
in,
although
fundamentally
different
from,
ecology
and
agronomy.
This
course
also
recognizes
that
agroecological
practices
cannot
be
considered
apart
from
the
socioeconomic
and
political
processes
in
which
they
are
a
part.
We
will
address
questions
like,
can
temporal
and
spatial
crop
diversity
be
used
to
manage
pest
and
disease
populations?,
how
can
animals
contribute
to
soil
fertility
on
farm?,
what
ecosystem
services
do
agroecosystems
provide?,
and
what
factors
influence
farmers’
choice
of
practices?
Students
will
undertake
a
case
study
of
a
local
farm.
Labs
will
involve
participatory
research,
farmer
interviews
and
field
mapping,
and
quantification
of
physical
and
biological
agroecological
variables.
Books
Required:
Stephen
Gliessman
(2007).
Agroecology:
The
Ecology
of
Sustainable
Food
Systems,
Second
Edition.
CRC
Pres
Recommended:
Vandermeer,
J.
(2010)
The
Ecology
of
Agroecosystems,
Jones
and
Bartlett
Publishers:
Boston.
Perfecto.
I.,
J.
Vandermeer
and
A.
Wright
(2010),
Nature’s
Matrix:
Linking
Biodiversity,
Conservation
and
Food
Sovereignty.
Earthscan:
Washington
D.C.
Miguel
Altieri
(1995).
Agroecology:
The
Science
of
Sustainable
Agriculture.
Westview
Press
Learning
Objectives:
1. The
ecological
foundations
of
agroecology.
2. To
apply
agroecological
concepts
to
real‐life
farms.
3. To
understand
the
socioeconomic
and
political
structures
in
which
agroecosystems
are
embedded.
1
4. To
conduct
participatory
research
on
farms
through
interviewing,
mapping
farm
habitats,
measuring
quantifiable
variables
such
as
biodiversity
or
use
of
energy,
and
recording
and
analyzing
data.
Course
Organization,
Attendance
and
Assessment:
The
course
meets
twice
per
week
for
1
hour
and
50
minute
periods,
and
once
per
week
for
a
4
hour
lab.
You
are
expected
to
be
on
time
and
prepared.
Participation
in
class
discussion
and
activities
is
a
core
requirement
of
the
course.
There
may
be
course
related
events
that
will
take
place
outside
of
our
regular
meeting
time:
a
guest
lecture
that
would
be
required,
and
a
weekend
field
trip.
Please
inform
me
as
soon
as
you
know
that
you
will
not
be
able
to
attend
a
class,
or
soon
after
sickness
or
emergency.
You
may
be
permitted
up
to
two
faculty
excused
absences.
Excessive
lateness
may
be
considered
an
absence.
Class
absences
that
are
not
faculty
excused
may
result
in
failure
of
the
course.
Failure
to
complete
required
assignments
can
also
result
in
failure
of
the
course.
Your
evaluation
will
be
based
on
the
following
criteria:
Course
Evaluation
10%
Exam
10%
Moodle
Posts
25%
Lab
reports
20%
Class
Participation
35%
Case
Study
Exam
There
will
be
one
in‐class
exam
based
near
the
end
course.
It
will
be
graded
on
a
100%
scale.
Class
Participation
Your
participation
will
be
evaluated
on
your
preparedness
for
class
and
your
contribution
to
class
discussion.
Readings
should
be
completed
on
the
Mondays
assigned
in
the
syllabus.
Use
the
questions
at
the
end
of
each
chapter
in
Gliessman
as
well
as
those
on
the
Moodle
to
prepare
your
notes
for
class.
We
will
use
those
questions
as
a
launch
pad
for
class
discussion.
Each
student
will
be
assigned
to
find
a
scientific
study
that
tests
an
agroecological
concept,
and
to
present
that
paper
in
class
–
this
will
be
5%
of
the
participation
grade.
Remember
that
you
may
need
time
to
order
articles
through
Inter‐library
loan,
so
give
yourself
time
to
prepare.
Your
participation
will
also
be
evaluated
on
your
level
of
involvement
in
labs.
Moodle
Posts
You
will
need
to
post
a
response
to
the
prompts
on
the
Moodle
that
deal
with
the
weekly
readings,
and
a
response
to
at
least
one
other
student’s
responses
to
create
a
discussion
thread.
Moodle
posts
are
due
by
the
Mondays
your
readings
are
due.
Lab
Reports
You
will
write
one
reflection
essay
on
our
first
field
trip,
and
2
lab
reports
based
on
our
field
work.
2
Farm
Case
Study
You
will
be
expected
to
conceptualize,
design
and
execute
your
own
case
study
of
a
farm
using
the
techniques
of
participatory
research,
semi‐structured
interviews,
farm
mapping
and
quantification
of
agroecological
variables
that
we
learn
in
lab.
Students
will
be
assigned
to
work
in
teams
of
two
for
their
farm
visits,
of
which
at
least
two
visits
will
be
required.
The
team
will
develop
research
questions
and
interview
questions,
but
each
student
will
be
responsible
for
their
own
analysis.
The
case
study
will
be
grounded
by
a
literature
review.
COURSE
SCHEDULE
(May
be
subject
to
change)
Thurs
Feb
24
–
Introduction
to
the
course
I.
The
Need
for
Agroecology
Defining
Agroecology
Readings
and
Moodle
post
due
Mon
Feb
28
Wezel
et
al.
(2009)
Agroecology
as
a
science,
a
movement
and
a
practice.
Journal
of
Agronomy
for
Sustainable
Development
29:
503‐519.
Vandermeer,
J.
(2010)
Chapter
1:
Three
Vignettes:
Setting
the
Stage
in
The
Ecology
of
Agroecosystems,
Jones
and
Bartlett
Publishers:
Boston.
Altieri,
M
(2002)
Agroecology:
the
science
of
natural
resource
management
for
poor
farmers
in
marginal
environments.
Agriculture,
Ecosystems,
and
Environment
1971:
1‐24.
Agroecology
and
the
Future
of
Agriculture
Readings
and
Moodle
post
due
Mon
Mar
7
Godfray
et
al.
(2010)
Food
Security:
The
Challenge
of
Feeding
9
Billion
People.
Science
327:
812‐
817.
Tilman,
D.
et
al
(2002)
Agricultural
sustainability
and
intensive
production
practices,
Nature
418:
671‐677.
Vandermeer,
J.
(2009).
Chapter
8:
Toward
a
Sustainable
Future
in
The
Ecology
of
Agroecosystems,
Jones
and
Bartlett
Publishers:
Boston.
Optional:
Gliessman
Chapter
1,
pp
3‐21.
II.
Ecological
Foundations
of
Agroecology
Nutrient
Cycling
and
Energy
Flows
in
Agroecosystems
Readings
and
Moodle
post
due
Mon
Mar
14
Gliessman
Chapter
2,
The
Agroecosystem
Concept,
pp
23‐34.
Gliessman
Chapter
18,
The
Energetics
of
Agroecosystems,
pp.
255‐268.
Smith,
R.
(1996)
The
Ecosystem
in
Ecology
and
Field
Biology,
HarpurCollins,
pp.149‐210
3
Natural
Systems
and
Traditional
Agriculture
as
Agroecological
Models
Readings
and
Moodle
post
due
Mon
Mar
21
Soule,
J.
and
J.
Piper.
(1992)
A
new
agricultural
perspective:
the
case
for
ecological
agriculture,
in
Farming
in
Nature’s
Image,
Island
Press:
Washington,
DC.
Altieri,
M.
A.
(2004)
Linking
ecologists
and
traditional
farmers
in
the
search
for
sustainable
agriculture.
Frontiers
in
Ecology
and
the
Environment
2:
35‐42.
Sanchez,
P.,
G.
Denning
and
G.
Nziguheba
(2009).
The
African
Green
Revolution
Moves
Forward.
Food
Security
1:37‐44.
Thurs
Mar
24
–
Guest
visit
by
Mirka
Prazak
to
talk
about
African
farming
systems
Competition
and
Facilitation
Among
Plants
Readings
and
Moodle
post
due
Mon
Mar
28
Gliessman,
Chapter
3,
The
Plant,
pp.
35‐42
Gliessman,
Chapter
11,
Biotic
Factors,
pp.
147‐161
Gliessman,
Chapter
12,
the
Environmental
Complex,
pp.
163‐167
Gliessman,
Chapter
15,
Species
interactions
in
Crop
Communities,
pp.205‐216
III.
Agroecological
Practices
Managing
Nutrition
and
Pests
in
Agroecosystems
Readings
and
Moodle
post
due
on
Mon
April
4
Perfecto
et
al.
(1996)
Shade
Coffee:
A
disappearing
refuge
for
biodiversity.
Bioscience
46:
598‐ 608.
Kumar,
B.M.
and
P.K.R.
Nair
(2004)
The
enigma
of
tropical
homegardens.
Agroforestry
Systems
61:
135‐152.
Case
studies:
Pests
Mon
April
4____________________________________________________
Case
studies:
Nutrients
Thurs
April
7__________________________________________________
Readings
and
Moodle
post
due
Mon
April
11
Gliessman,
Chapter
19,
Animals
in
agroecosystems,
p.269‐285
Case
studies:
Animals
in
mixed
farming
systems
Mon
April
11_________________________________
Long
Weekend
–
No
class
Thurs
April
14
Readings
Moodle
post
due
Mon
April
18
Altieri
Chapter
10,
Cover
Cropping
and
Mulching
Altieri
Chapter
11,
Crop
Rotation
and
Minimum
Tillage
Case
studies:
Cover
crop/mulch
Mon
April
18______________________________________________
Case
studies:
Crop
rotation/tillage
Thurs
April
21____________________________________________
4
IV.
Multifunctional
Landscapes
Readings
and
Moodle
post
due
Mon
April
25
Perfecto.
I.,
J.
Vandermeer
and
A.
Wright
(2010),
Chapters
1,
5,
and
6
from
Nature’s
Matrix:
Linking
Biodiversity,
Conservation
and
Food
Sovereignty.
Earthscan:
Washington
D.C.
Week
of
April
25
Guest
visit
by
the
Farmscape
Ecology
folks:
http://www.hawthornevalleyfarm.org/fep/fep.htm
Exam
Mon
May
2
Plan
Day
‐
No
Class
Thurs
May
5
Readings
and
Moodle
post
due
Mon
May
9
Robertson
and
Swinton
(2005)
Reconciling
agricultural
productivity
and
environmental
integrity:
a
grand
challenge
for
agriculture.
Front
Ecol
Environ
3:
38‐46.
Jordan,
N.,
&
Warner,
K.
D.
(2010).
Enhancing
the
multifunctionality
of
US
agriculture.
Bioscience
60(1):
60‐66.
Lovell,
S.
T.,
Desantis,
S.,
Nathan,
C.
A.,
Olson,
M.
B.,
Méndez,
V.
E.,
Kominami,
H.
C.,
et
al.
(2010).
Integrating
agroecology
and
landscape
multifunctionality
in
Vermont:
an
evolving
framework
to
evaluate
the
design
of
agroecosystems.
Agricultural
Systems
103:
327‐341.
V.
Planning
Regional
Food
Systems
Readings
and
Moodle
post
due
on
Mon
May
16
Vermont
Farm
to
Plate
Initiative:
http://www.vsjf.org/project‐details/5/farm‐to‐plate‐initiative
NYC
Council
FoodWorks:
http://council.nyc.gov/html/action_center/food.shtml
Peters,
C.
et
al.
(2008)
Mapping
Potential
Foodsheds
in
New
York
State:
A
spatial
model
for
evaluating
the
capacity
to
localize
food
production.
Renewable
Agriculture
and
Food
Systems
(24):
72‐84.
Farm
Case
Study
Presentations:
Mon
May
23
and
Thurs
May
26
Memorial
Day
‐
No
Class
Mon
May
30
5
LAB
SCHEDULE
Date
Mar
23
Mar
2
Mar
9
Mar
16
Mar
23
Mar
30
April
6
April
13
April
20
April
27
May
4
May
11
May
18
May
25
June
1
Lab
Activity
First
Day
of
Classes
–
No
Lab
Discuss
participatory
research
methods;
discuss
agriculture
in
Vermont/New
York
area
Assignments
1.
Warner,
K.D.
(2008)
Agroecology
as
Participatory
Science.
Science,
Technology
and
Human
Values.
First
farm
visit
to
model
interviewing,
identifying
Look
at
farm
website
farm
issues,
map
making
Recording
and
coding
data,
discuss
emergent
Write
up
notes
from
farm
visit
into
a
themes
from
farm
visit,
focus
on
energy
use
on
summary
narrative
and
reflection
on
farms
to
prepare
next
lab
the
methods
used
Dairy
farm
visit
for
energy
use
lab
Read
farm
website
before
trip,
record
data
in
a
spreadsheet
after
the
trip
Grass‐fed
beef
farm
visit
for
energy
use
lab
Read
farm
website
before
trip,
record
data
in
a
spreadsheet
after
the
trip
Vegetable
farm
visit
for
energy
use
lab
Read
farm
website
before
trip,
record
data
in
a
spreadsheet
after
the
trip
Long
Weekend
‐
No
lab
Discuss
and
analyze
results
from
energy
use
lab
Bring
data
from
previous
three
farm
visits
to
class
Plan
Day
–
No
lab
Plan
new
farm
visits
and
biological
data
Energy
use
lab
report
due
collection
Farm
visit
Read
farm
website
before
trip,
record
data
in
a
spreadsheet
after
the
trip
Farm
visit
Read
farm
website
before
trip,
record
data
in
a
spreadsheet
after
the
trip
Data
analysis
Bring
data
from
previous
three
farm
visits
to
class
Last
Day
of
Classes
Biodiversity
lab
report
due
6
