Faculty Mentor: Colleen James (Undergraduate Studies, University of Utah)

University Campus Gardens (UCGs) play an important role on their campuses yet are vulnerable to institutional change. Identifying the role of a UCG can potentially ease challenges the garden faces from an administrative perspective. Through the literature, UCGs have been connected to academics, student wellbeing, and food justice on campus. The objective of this project was to conduct a mixed methods engagement and impact study in collaboration with the Edible Campus Gardens (ECG) at the University of Utah. The study used three focus groups and a survey to gather data on student perspectives of the gardens in addition to feedback on what can be improved within the ECG. Deductive qualitative analysis indicated three major themes: experiential learning, wellbeing, and food justice. Wellbeing was the strongest theme, with students discussing both the social aspect of the garden environment and mental health benefits. Focus group data was used to inform the development of the subsequent survey. Quantitative analysis demonstrated that most students experienced positive outcomes related to the ECG, even when spending relatively few hours in the garden space during their first year. In assessing years in school and time spent in the garden as independent variables, an increase did not necessarily predict more positive outcomes such as deepened education, belonging, or feeling involved on campus; these outcomes were reported by all students to some degree. However, Fisher’s exact test revealed that spending more than ten hours engaging with the ECG was a significant predictor of a positive impact to student personal wellbeing. While limited in scope, this study served as a pilot for the Edible Campus Gardens, providing insight into the varied opinions of engaged students. Additional research on University Campus Gardens can improve our understanding of impacts to student experiences and garden connection to health, sustainability, and belonging.

Bibliography

Baur, J. (2022). Campus community gardens and student health: A case study of a campus garden and student wellbeing. Journal of American College Health, 70(2), 377-384.  

Bice, M., Ball, J.W., Bickford, N., Bickford, S.H., Hollman, A.K., Coughlin, A.T., Dinkel, D., Meyer, R.C., & Ranglack, D. (2018). Community gardens: Interactions between communities, schools, and impact on students. Health Educator, 50(1), 2-10. 

Classens, M., Adam, K., Crouthers, S.D., Sheward, N., Lee, R. (2021). Campus Food Provision as Radical Pedagogy?Following Students on the Path to Equitable Food Systems. Frontiers in Sustainable Food Systems, Vol 5. 

Duram, L. A., & Klein, S. K. (2015). University food gardens: A unifying place for higher education sustainability. International Journal of Innovation and Sustainable    Development, 9(3-4), 282-302. 

Marsh, P., Mallick, S., Flies, E., Jones, P., Pearson, S., Koolhof, I., Byrne, J., & Kendal, D. (2020). Trust, connection and equity: Can understanding context help to establish successful campus community gardens?. International Journal of Environmental   Research and Public Health, 17(20), 7476. 

Ruhl, J., & Lordly, D. (2021). University students harvesting the benefits of a garden laboratory. Canadian Journal of Dietetic Practice and Research, 82(3), 107-114. 

Sherry, C. (2022). Learning from the dirt: Initiating university food gardens as a cross disciplinary tertiary teaching tool. Journal of Outdoor and Environmental Education; Springer Link. 

Williamson, F. A., Rollings, A. J., Fore, G. A., Angstmann, J. L., & Sorge, B. H. (2023). Building capacity for socio-ecological change through the campus farm: A mixed methods study. Environmental Education Research, 29(2), 212-231