© Slow Food USA | April 29, 2013 1 1. 2 Andrew Nowak, Director Lauren Howe, Manager Slow Food USA National School Garden Program June 2015 Webinar The

Slow Food USA | April 29, 2013 1 1

2 Andrew Nowak, Director Lauren Howe, Manager Slow Food USA National School Garden Program June 2015 Webinar The Impact of School Gardens: Current Academic Research

Slow Food USA | April 29, 2013 3 Why school gardens? What is the impact on academic performance? How do students benefit from being in a school garden? Questions from school administrators:

Slow Food USA | April 29, 2013 4 1) Recruit volunteers at PTA meetings 2) Defend garden time to teachers 3) Justify the need of schoolyard space to principal 4) Make a presentation to the school board Pressures on garden leaders:

Slow Food USA | April 29, 2013 5 1) School districts demand data- driven activities 2) Showing impact is important 3) Funders want projects based on research 4) I know gardens are important is just not enough We need to know about the current academic research:

Slow Food USA | April 29, 2013 6 Identify current research papers assessing the impact of school gardens and cooking classes Write a summary of those papers Produce PowerPoint slides Intern Project: Shaked Landor

Slow Food USA | April 29, 2013 7 1.Academic performance 2.Choice eating behaviors/fruit and vegetable consumption 3.Garden therapy: social & emotional behaviors 4.Obesity prevention 5.Food justice 6.Best practices for garden structure Looked at 6 major outcomes:

Slow Food USA | April 29, 2013 8 For each outcome: 1)A text summary of the academic papers and findings 2)A series of Power Point slides that can be used by garden leaders Information on our website: http://gardens.slowfoodusa.org/current-academic- research

Slow Food USA | April 29, 2013 9 What are the impacts of school gardens and experiential learning on the overall performance of students in subjects like science and math? Outcome: Academic Success

Slow Food USA | April 29, 2013 10 9 of the 12 studies revealed a positive difference in test measures between gardening students and non- gardening students. School gardening increased the science scores in all reported studies All seven studies found that school gardens provided a diversity of environmental stewardship, math, and science-education opportunities Gardens can improve the ecological complexity of the schoolyard in ways that promote effective experiential learning in many subject areas, particularly the areas of science, EE, and food education Blair (2010). The Child in the garden: An evaluative review of the benefits of school gardening

Article DetailsStudy OutcomesMain Findings The Child in the Garden: An Evaluative Review of the Benefits of School Gardening by Dorothy Blair (2010) The author conducted a literature review of studies on childrens gardening and impacts on academic achievement and food literacy Blair focuses on gardens positive impacts, including results revealed through standardized testing scores, GPA, and qualitative feedback The author emphasizes the importance of gardening on childrens understanding of food & ecological systems and experiential learning 9/12 studies revealed a positive difference in test scores between students who gardened and those who did not Science scores were increased in all studies in which students gardened 72% of 4 th -grade teachers thought gardens were important for enhancing academic instruction 53% of teachers indicated gardens were effective at enhancing science subjects Hands-on learning via gardening integrates science, math, and other subjects Common theme found: school gardens provided a diversity of environmental stewardship, math, and science-education opportunities Author concludes that gardens can improve the ecological complexity of the schoolyard in ways that promote experiential learningparticularly in the areas of scienceand food education Study 1: Review of School Gardening Benefits on Academic Success

9/12 studies revealed a positive difference in test scores between students who gardened and those who did not Science scores were increased in all studies in which students gardened Gardens can improve the ecological complexity of the schoolyard in ways that promote experiential learningparticularly in the areas of science L ITERATURE R EVIEW Review of studies on childrens gardening & their impacts on academic achievement The Child in the Garden: An Evaluative Review of the Benefits of School Gardening by Dorothy Blair (2010)

Slow Food USA | April 29, 2013 13 A hands-on garden-based curriculum program led by volunteers was introduced to three elementary schools in Louisiana by university students and Master Gardener volunteers Students who participated in the program saw higher science scores on the post-tests when compared with the pre-tests The control group did not see any significant differences between their pre- and post-test scores Smith & Motensbocker (2005). Impact of hands-on science through school gardening in Louisiana Public elementary schools

Study 3: Impacts of School Garden Curriculum on Science Achievement Impact of Hands-on Science Through School Gardening in Louisiana Public Elementary Schools by Leanne L. Smith and Carl E. Motsenbocker (2005) Control Group Intervention Group Average increase in science test scores Higher science scores on post-program tests No significant differences between pre- & post-test scores School Garden Program hands-on garden curriculum in 3 elementary schools 2-hour weekly gardening lessons science achievement tests given pre- & post- lessons to intervention & control groups P ROGRAM O UTCOMES

Slow Food USA | April 29, 2013 15 What are the impacts of school gardens and cooking classes on the consumption of fruits and vegetables? Outcome: Fruit and Vegetable Consumption

Slow Food USA | April 29, 2013 16 Some of the major outcomes found in the intervention groups within these studies included increases in: Cooking confidence Vegetable consumption Self-efficacy Willingness to try new foods Vegetable preferences Fiber consumption Cooking programs might positively influence childrens food-related preferences, attitudes, and behaviors, although difficult to determine through which practice pathways can we reach this outcome. Hersch et al (2014). The impact of cooking classes on food- related preferences, attitudes and behaviors of school- aged children: A systematic review of the evidence, 2003- 2014

Study 1: Research Review of Studies on Cooking Interventions Article & Program DetailsProgram OutcomesMain Findings The Impact of Cooking Classes on Food-Related Preferences, Attitudes, and Behaviors of School-Aged Children: A Systematic Review of the Evidence, 2003-2014 by Derek Hersch, Laura Perdue, Teresa Ambroz, and Jackie L. Boucher (2014) The authors conducted a search on various research databases to find studies involving cooking education programs with children The studies included focused on children aged 5 to 12 years old and the interventions took place in a school or community setting The authors focused on eight articles from their search and assessed the impacts of the interventions on students food attitudes Some of the major outcomes found in the intervention groups within these studies included: increased cooking confidence increased vegetable consumption increased self-efficacy greater willingness to try new foods increased vegetable preferences increased fiber consumption Cooking programs might positively influence childrens food-related preferences, attitudes, and behaviors, although it is difficult to determine which pathways to utilize Despite the method of intervention on students, each program had a significant effect on 1 or more of its participants food- related preferences, attitudes, and behaviors

Study 1 Data: Research Review of Studies on Cooking Interventions The Impact of Cooking Classes on Food-Related Preferences, Attitudes, and Behaviors of School-Aged Children: A Systematic Review of the Evidence, 2003-2014 by Derek Hersch, Laura Perdue, Teresa Ambroz, and Jackie L. Boucher (2014) Cooking programs might positively influence childrens food- related preferences, attitudes, and behaviors Main Findings Most common outcomes were increases in: -self-efficacy -cooking confidence -vegetable preferences -fiber intake Program Outcomes Authors conducted a database search of cooking intervention studies among elementary school students Article Details

Slow Food USA | April 29, 2013 19 Oklahoma Cooperative Extension Service developed a program to educate children and adults (12-57 years old) on fruit/vegetable preparation skills, nutrition, food safety practices. The program was implemented in 28 counties over a 2-month period. There were a total of 602 participants (229 youth, 373 adults). The program implemented classes on cooking fruits/vegetables via microwave, stir-fry, baking, steaming, grilling, etc. Brown and Hermann (2005). Cooking classes increase fruit and vegetable intake and food safety behaviors in youth and adults.

Slow Food USA | April 29, 2013 20 The intervention participants experienced increased fruit intake: 1.1 2.3 servings daily for youth; 1.5 2.1 servings daily for adults. They also experienced increased vegetable intake: 1.4 2.4 servings daily for youth; 2.1 2.7 servings daily for adults. There were significant improvements in food preparation practices: 38% of youth & 11% of adults increased behavior of washing hands. 29% of youth & 8% of adults increased behavior of washing food during preparation. Brown and Hermann (2005). Cooking classes increase fruit and vegetable intake and food safety behaviors in youth and adults.

Study 2: Cooking Classes & Food Preparation Education Article & Program DetailsProgram OutcomesMain Findings Cooking Classes Increase Fruit and Vegetable Intake and Food Safety Behaviors in Youth and Adults by Barbara J. Brown and Janice R. Hermann (2005) A program developed by the Oklahoma Cooperative Extension service implemented cooking classes with fruits and vegetables for participants aged 12-57 in 28 counties over a 2-month period 602 participants (229 youth, 373 adults) Classes included learning to cook via stir-fry, baking, grilling, steaming, etc. Increased fruit intake: 1.1 to 2.3 servings daily for youth 1.5 to 2.1 servings daily for adults Increased vegetable intake: 1.4 to 2.4 servings daily for youth 2.1 to 2.7 servings daily for adults Increased food safety behaviors: 38% of youth & 11% of adults increased behavior of washing hands 29% of youth & 8% of adults increased behavior of washing food during preparation Classes were effective in: Increasing fruit and vegetable intake Improving food safety behaviors Although both youth & adults participated and learned from the program, authors noted that youth particularly benefitted

Study 2 Data: Cooking Classes & Food Preparation Education Cooking Classes Increase Fruit and Vegetable Intake and Food Safety Behaviors in Youth and Adults by Barbara J. Brown and Janice R. Hermann (2005) Cooking classes on fruits and vegetables Learned to cook via stir-fry, baking, grilling, steaming, etc. Participants aged 12- 57 in 28 counties over a 2-month period 602 participants (229 youth, 373 adults) Program Classes increased fruit & vegetable intake [1.1-2.3 & 1.5-2.1 fruit servings for youth & adults; 1.4-2.4 & 2.1- 2.7 vegetable servings for youth & adults] Authors noted that youth particularly benefitted from this program Classes helped increase food safety behaviors (washing hands & food) Findings

Study 2 Data: Cooking Classes & Food Preparation Education Cooking Classes Increase Fruit and Vegetable Intake and Food Safety Behaviors in Youth and Adults by Barbara J. Brown and Janice R. Hermann (2005)

Slow Food USA | April 29, 2013 24 What are the impacts of school gardens on Food Justice, Food Access and Knowledge in economically impacted communities? Outcome: Food Justice

Slow Food USA | April 29, 2013 25 A school of focus was Manzo Elementary School, located in a low- income, mixed race neighborhood (particularly Hispanics and Native Americans) More specifically, 93% of the Manzo Schools students qualify for free or reduced lunch, 96% are Hispanic, and the students received 30 min. of gardening lessons weekly. An important aim of the program was to expand the gardening training/experience past the school and its students and into the communities where adults could also participate and get access to healthier foods Moore et al (2012). Designing nature for learning: School gardens for youth and child education

Slow Food USA | April 29, 2013 26 The study expanded beyond the students to the adults in that parents worked together with children, supported them in the implementation of the garden, and holding seasonal celebrations in the garden in which parents could also participate. The garden committee also meets with parents, volunteers, and teachers to encourage community-wide support in order to expand the benefits of the program to students and adults in the neighborhood. The authors conclude that This school garden program, through its partnership with the Community Food Bank of Southern Arizona, attempts not just to orient student palettes toward healthier options, but also to make fresh, local food available to previously neglected populations Moore et al (2012). Designing nature for learning: School gardens for youth and child education

Study 2: School Garden Program in a Low- Income, Low-Access Neighborhood Article DetailsProgram OutcomesMain Findings Designing Nature for Learning: School Gardens for Youth and Child Education by Sarah A. Moore, Morgan Apicella, Sallie A. Marston, and Moses Thompson (2012) The program involved garden interns in a school located in a low-income, mixed-race neighborhood (Manzo Elementary School), but in which 96% of students were Hispanic 93% qualified for free/reduced lunch Students received 30-min. of gardening lessons per week Students interacted with rainwater cisterns, vegetable garden & aquaponic gardening system The aim was to develop gardens in schools where access to time, funding & garden educators was limited, and food access & insecurity was widespread The programs implementation facilitated greater access for students to the scientific community, as prior, they were underrepresented in the sciences The study received positive feedback from all involved (e.g. teachers, students, parents, interns): Gardening at Manzo makes me feel uniqueI feel mature-4 th grader The garden became a cornerstone for the schools focus on the environment as an important area for learning The program combines understandings of local ecologieswith improved social and emotional skills School garden programs like these help direct students toward healthier food options and make fresh/local food available to food-desert communities Manzo Elementary School was able to reinforce education through the use of the school & community- supported garden The formation of garden committees has been helpful in garnering support to maintain the garden program and mobilizing the community

General School Garden Program Challenges Lack of staff/individuals leading program consistently Integrating garden program into school curriculum Maintaining school garden over time Manzos Successful Solutions Formation of garden committee that garners volunteers to sustain/lead program Garden utilized to reinforce classroom learning & integrated into schools mission Include community in garden maintenance participation Study 2 Data: School Garden Program in a Low- Income, Low-Access Neighborhood Designing Nature for Learning: School Gardens for Youth and Child Education by Sarah A. Moore, Morgan Apicella, Sallie A. Marston, and Moses Thompson (2012) Program Details Garden situated in low- income, mixed-race neighborhood (Manzo Elementary School) Each class received 30- min. gardening lessons per week Students utilized rainwater cisterns, vermicomposting & aquaponics; grew a heirloom vegetable garden

Slow Food USA | April 29, 2013 29 Contact us: 718-260-8000 Andrew Nowak, Program Director: [email protected] (ext. 128) Lauren Howe, Program Manager: [email protected] (ext. 129) Q&A and Thank You

Documents

© Slow Food USA | April 29, 2013 1 1. 2 Andrew Nowak, Director Lauren Howe, Manager Slow Food USA National School Garden Program June 2015 Webinar The