Mary H. Wiedenhoeft

Agroecology: The Ecology of Food Systems

ABSTRACT We present a compelling rationale for defining agroecology as the ecology of food systems. Our purpose is to provide a framework that will guide research, education, and action in the multiple and interacting facets of an increasingly complex global agriculture and food system. To accomplish such goals, it is essential to build bridges and connections among and beyond our disciplines in production agriculture, as well as beyond the farm gate into the rural landscape and community. Fields of sociology, anthropology, environmental sciences, ethics, and economics are crucial to the mix. They provide additional vantage points from which we can view the food system anew, as well as insights on how to establish valuation criteria beyond neoclassical economics. Examples from Mexico, California, and the Nordic Region are used to illustrate the successful implementation of this educational strategy in universities. Design of individual farms using principles of ecology is expanded to the levels of landscape, community, and bioregion, with emphasis on uniqueness of place and the people and other species that inhabit that place. We conclude that defining agroecology as the ecology of food systems will foster the development of broader interdisciplinary research teams and attractive systems-based courses for tomorrows best students. In contrast to the narrow focus on crop-soil interactions, this definition will help us raise higher-level research questions whose solutions will advance the development of a sustainable agriculture and food system.

Innovative Education in Agroecology: Experiential Learning for a Sustainable Agriculture

The transdisciplinary field of agroecology provides a platform for experiential learning based on an expanded vision of research on sustainable farming and food systems and the application of results in creating effective learning landscapes for students. With increased recognition of limitations of fossil fuels, fresh water, and available farmland, educators are changing focus from strategies to reach maximum yields to those that feature resource use efficiency and resilience of production systems in a less benign climate. To help students deal with complexity and uncertainty and a wide range of biological and social dimensions of the food challenge, a whole-systems approach that involves life-cycle analysis and consideration of long-term impacts of systems is essential. Seven educational case studies in the Nordic Region and the U.S. Midwest demonstrate how educators can incorporate theory of the ecology of food systems with the action learning component needed to develop student potentials to create responsible change in society. New roles of agroecology instructors and students are described as they pursue a co-learning strategy to develop and apply technology to assure the productivity and security of future food systems.

Open-Ended Cases in Agroecology: Farming and Food Systems in the Nordic Region and the US Midwest.

Abstract Our aim is to describe open-ended case studies for learning real-life problem solving skills, and relate this approach to conventional, closed-ended decision case studies. Teaching methods are open-ended cases in agroecology, an alternative to traditional strategies that lead students through prepared materials and structured discussions to determine an outcome already known to the instructor. Our method promotes a culture of curiosity. Multiple evaluation criteria show how this learning strategy provides students with practice in researching, envisioning and designing potential scenarios for clients in the field. In agroecology case studies, students and instructors are co-learners in a discovery process that includes gathering information from key clients, interviewing major stakeholders, and building an understanding of the current context of the local farming and food systems. Two agroecology courses in Norway, a field course in the US Midwest, and an experimental course in Sweden and Vietnam illustrate this learning strategy. Student evaluations of learning have been highly positive, and skills and methods from courses have been applied in their thesis projects and professional careers. Practical results reveal that students are well prepared for an uncertain, complex, multi-dimensional and dynamic future, have the capacity to develop alternative future scenarios, and have practiced methods to evaluate options based on production, economic, environmental and social criteria and impacts. This innovative strategy is offered as a complement or alternative to conventional decision case studies and evaluated as an approach to experiential learning, an important and effective method for adult learners.

Tall Fescue Response to Nitrogen and Harvest Date for Stockpiled Grazing in the Upper Midwest

Tall fescue (Festuca arundinacea Schreb.) is a cool-season grass with physiological and morphological traits suitable for stockpiled grazing. The effect of late summer nitrogen (N) application was measured for yield and quality responses using four N rates (0, 25, 50, and 100 lb/acre) and three autumn harvest dates. Averaged across harvest date, linear increases of dry matter (DM) occurred in 1999 and 2000. In 1999, yield = 1747 + 15 × N rate (R 2 = 0.92, RMSE = 235) and in 2000, yield = 672 + 19 × N rate (R 2 = 0.96, RMSE = 202). Year by harvest date and year by N rate interactions were observed for yield because of above average rainfall in 1999 and below average rainfall in 2000. Forage crude protein (CP) and in vitro dry matter digestibility (IVDMD) increased as N rate increased, while neutral detergent fiber (NDF) decreased. Year by harvest date interactions were observed for CP, NDF, and IVDMD, and year by N rate interactions were observed for CP and NDF. Late summer N application increased DM yield and CP of the first cutting the following spring. Forage producers who apply late-season N can increase the quantity and quality of tall fescue forage available for autumn grazing. However, yield and quality losses can occur if harvest is delayed beyond October.

Use of Soil Electroconductivity in a Multistage Soil-Sampling Scheme

The inherent variability of pasturelands makes it difficult to sample soils and accurately characterize a pasture. Indirect methods such as soil electroconductivity (EC) can be used to rapidly, noninvasively, and inexpensively quantify soil variability. The objective of this study was to determine if rapidly collected, georeferenced soil information could be used to propose an accurate, multistage sampling scheme for five soil variables in a central Iowa pasture. Results from this study suggest that the use of noninvasively collected soil EC and topographic data along with fuzzy k-means clustering can be used to delineate relatively homogeneous sampling zones. Consequently, these easily defined sampling zones can beneficially serve as a more directed approach to soil sampling.

Future Visions for Experiential Education in the Agroecology Learning Landscape

Experiential learning is gaining momentum as the favored educational strategy in agroecology and similar applied fields in agriculture, food systems, and other sectors of university education. Based on centuries-old methods of apprenticeship and hands-on learning, this approach has gained recognition in the academic community starting with the pioneering research and applications by John Dewey more than a century ago. With the added theoretical rigor of David Kolb’s learning cycle, experiential learning as a cyclical process is now at the forefront of educational innovation. With a goal of preparing agroecologists for responsible dedication to the goals of stakeholders in farming and in rural communities, strategies in systems action education are being developed to move important structured learning activities out of the ivory towers of academia and into the context of real world challenges. Systemic analysis and evaluation of current systems and development of viable future alternatives using multiple criteria for measuring success are central to the learning process. Moving from a focus on systems components to holistic visions of how those systems can better meet human needs, we help students articulate their personal goals to preserve the environment and increase future production potential. Building competencies in future agroecologists requires learning and practicing biological, ecological and social science methods, and both individual and social learning are essential to the process. Several models that have been implemented in the Nordic Region, United States, and France are presented to illustrate the learning approach, and open-ended case study methods in the field and community provide the heart of this education. Agroecology students acquire and develop new knowledge and skills, examine and critique their personal attitudes toward stakeholders and integrated systems, and recognize the importance of underlying values in the conduct of their work. Agroecology as the ecology of food systems provides a framework for students to understand and integrate multiple objectives in production, economics, environmental impacts, and social viability of farming and food systems, and experiential learning is central to their education.

Incorporating native plants into multifunctional prairie pastures for organic cow–calf operations

The multifunctional agronomic, ecological, economic and social uses of grass-based agricultural systems in peri-urban Marion County, Iowa, were the subject of investigation from 2003 to 2005. Following a sociocultural analysis that identified diverse motivations of cow–calf operators, an on-farm, agroecological experiment was established with a member of the study group. The objective of the experiment was to investigate the feasibility of establishing a multifunctional prairie pasture in response to the operator’s interest in certified organic, warm-season plant species paddocks. At the field level, the implementation of native grasses and legumes into fallow pasture without the use of herbicides under flash grazing, mowing and unmanaged control treatments showed differences in species establishment and pasture composition. After three growing seasons, native species were evident in all treatments, with no significant differences between grazing and mowing in total native species establishment. There was a trend toward greater native legume establishment in the control over the managed treatments. Thus, total species abundance was greatest in control plots, suggesting this treatment for maximum prairie pasture establishment without herbicides. Concurrence was observed between motivations expressed by cow–calf operators in the sociocultural study (i.e. biodiversity preservation and sustainable management of natural resources) and outcomes from the prairie pasture experimental system. Support for grass-based systems from local institutions at the community level is necessary for the expansion of prairie pastures in Iowa and throughout the tallgrass prairie region.

Socio-cultural aspects of cow–calf operation persistence in a peri-urban county in Iowa

Cow–calf operations in grass-based agricultural systems in Marion County, Iowa, are multifunctional in their provision of agronomic, ecological, economic and social uses. Since 1992, however, pastureland and cow–calf operations have decreased because of urban encroachment, leading to a speculative loss of some beneficial functions. The goal of this interdisciplinary project, conducted from 2003 to 2005, was to employ a farming systems research and evaluation platform to investigate grassland multifunctionality at farm, field and community levels. A socio-cultural analysis was conducted with the objective of identifying motivations of cow–calf operators to remain on the land despite increasing urban pressure. Environmental, as well as socio-economic, parameters were evaluated in understanding grassland multifunctionality in semi-structured interviews and a focus group. Typology classes derived from the study placed the majority of participants as maintaining integrated cattle and grain operations as full-time income sources. At the farm and community levels, themes from participants’ responses suggested that the relevance of profit from a cow–calf operation is mediated by a wide range of livelihood and lifestyle choices, and that operators have diverse criteria regarding the suitability of land for pasture. Themes encompassing farm preservation and building intergenerational social capital were particularly evident among the full-time, integrated cattle/grain crop family farm members. At the community level, governmental policies rewarding practices that increase field and farm biodiversity, as demonstrated by a prairie pasture system implemented in a follow-up on-farm experiment, will facilitate greater support of grass-based systems from local institutions. In order to address the educational needs expressed by study participants, extension and federal environmental agencies are encouraged to provide relevant design and implementation recommendations in recognition of local knowledge related to farmland multifunctionality and sustainable land usage for integrated crop and livestock operations.