About this course

The course is an introduction to transdisciplinary, systemic inquiry as a methodology for innovative, sustainable development of social-ecological systems such as farming, urban agriculture, or food systems. This means that

  • experiences from doing things in the field constitute the starting point for learning,
  • theory relevant to the experiences are brought in when needed (e.g., through introductions, lectures, literature seminars, and individual study), and
  • learning takes place through systematic reflection on experiences and their links to theory and to personal development as a facilitator of sustainable development.

The course introduces the students to the methodology of a participatory, action-oriented inquiry in real-life farming, urban agriculture, and food systems cases. In interdisciplinary teams of 4-6, the students collaborate with various stakeholders to observe, describe, analyse, and redesign the cases, and plan action. This work ends with a short report written for the main farming, urban agriculture or food system stakeholder, and an individual report where the students reflect on their own learning during the course regarding

  • the contents of the case,
  • the methodology, methods, and tools for dealing with it and
  • one’s own learning, competence development, and transformation to the role as facilitator of sustainable development.

The stakeholder reports are also presented orally.

Learning outcome

Knowledge

  • Basic knowledge and principles for understanding farming, urban agriculture, and other food-related activities as systems (goals, structures, functions, practices, dimensions, interactions, influences, effects)
  • Key prerequisites for sustainability of farming, urban agriculture and food systems and their relationship to UNs goals for sustainable development
  • Basic knowledge of methodological approaches for improving the ecological, economic, and social sustainability of farming, urban agriculture, and food systems
  • Basic elements of a holistic, transdisciplinary, participatory, and action-oriented approach to sustainability challenges in farming, urban agriculture, and food systems
  • Basic knowledge of some methods and tools suitable for inclusion in a system inquiry such as transdisciplinary teamwork, multi-perspective and -dimensional observation, rich picturing, systems thinking and modelling, stakeholder analysis, sustainability assessment, force field analysis, SWOT analysis, PESTEL analysis, ideation/innovation, and action planning
  • Understanding of sustainability competences, e.g., such as described in GreenComp, the European sustainability competence framework

Skills

  • Engaging one’s pre-knowledge and -skills in a holistic, participatory, systemic, solution- and action-oriented inventory in real-life cases
  • Mastery of methods for gathering, analysing, compiling, and presenting qualitative and quantitative information relevant to improve real-life cases
  • Communicating and working in team with different people (e.g., fellow students, farmers, advisors, governance representatives, and other food system stakeholders)
  • Presenting situations, visions, solutions and suggested actions to peers and stakeholders
  • Giving and receiving peer and stakeholder feedback
  • Searching relevant theory when needed, and linking it to experience
  • Reflecting on experiences with contents and processes of the system inquiry, their links to relevant theory and their implications to own learning and competence development

General competences

  • Participation in transdisciplinary teams
  • Dialogue and other communication with peers and stakeholders
  • Observation
  • Reflection
  • Visionary thinking
  • Planning and taking informed action
  • Systems and transdisciplinary thinking
  • Transformative and life-long learning by action and reflection

  • Learning activities

    Experiences in the field is the starting point for the learning process. Students are introduced to the methodology of project work in interdisciplinary teams that interact in a transdisciplinary manner with stakeholders in real-life cases of farming, urban agriculture, or food systems, i.e. social-ecological systems. Short lectures on methodology, methods, tools and case contents, training activities, reflection sessions, and oral presentations are linked with the project work. Students play a key part in these activities and are often responsible for driving them. The project work ends with the preparation of a brief group report written for key stakeholders of the cases. The report is also presented and discussed orally. In addition, the students write an individual reflection document where they briefly explore their learning process during the course in relation to key sustainability topics and their own development as future facilitators of sustainable development.

  • Teaching support

    Canvas

  • Syllabus

    The syllabus in the course consists of a combination of fixed and self-chosen subject matter that supports the project work and the interdisciplinary learning process. This includes:

    • Lecture content: academic knowledge and perspectives presented through selected lectures.
    • Handout notes and publications: articles, reports, and other relevant materials made available by instructors and mentors.
    • Self-chosen subject matter: the students find and use relevant academic, and practice-based sources to complete their case assignments.

    Critical use of sources: the students will use source criticism and ensure that the information they use is quality assured and relevant.

  • Prerequisites

    Bachelor's degree or equivalent in agriculture, economics, natural resources, human nutrition or other relevant social or natural sciences.

  • Assessment method

    Portfolio assessment.

    The evaluation is based on a written group report ('stakeholder document'; 20%), its oral presentation and discussion (20%), a written individual reflection document (50%), and the student's overall contribution to the learning community (10%). All parts must be passed.

    Grading scheme: Pass/Fail



    Portfolio Grading: Passed / Not Passed

  • About use of AI

    K2 - Specified use of AI

    In the group reports and the individual reflection document, AI can be used for idea generation and language proofreading. Use of AI should be described with a brief explanation of which programs you have used and how they have been used in the text. The students are responsible for the final content of the text after language proofreading has been completed. Use of AI must be in line with the guidelines for the use of artificial intelligence (AI) at NMBU: https://www.nmbu.no/en/guidelines-use-artificial-intelligence-ai-nmbu

    Descriptions of AI-category codes.

  • Examiner scheme

    The external examiner has approved the evaluation process.

  • Mandatory activity

    To ensure achievement of the learning outcomes in the course, attendance and active participation in plenary class sessions and the interdisciplinary teamwork in the field and in class are compulsory. This means:

    • Cooperation agreement: the student groups must prepare a cooperation agreement during the first two days of the course. The agreement must describe expectations for participation, division of work and communication routines.
    • Assignments and oral presentations: all student groups must submit written work and carry out oral presentations. It is a prerequisite that all team members participate actively in both parts.
    • Absence routines: in the event of absence, the student must notify both the responsible teacher and his/her own group well in advance.

  • Notes

    If there are fewer than 10 registered students, a simplified teaching schedule may be offered.

  • Teaching hours

    Daily from 9 am to 4 pm throughout the block period.

  • Preferential right

    The course is open to everyone, but students in the master's programme Sustainable Food Systems have the course as compulsory and will be prioritized. Others must be approved by the course responsible.

  • Reduction of credits

    5 ECTS overlap with UASFS300,

    5 ECTS overlap with PAE302

  • Admission requirements

    The course is open to all study programs at NMBU and to single course students.