About this course

The course provides agroecological deepening of experiences gained during a participatory farming and food systems inquiry in the course SFS301, which is required to attend in parallel. In SFS302, agroecology is understood as a holistic, transdisciplinary, participatory, and action-oriented approach to improving the ecological, economic and social sustainability of farming and food systems.

This means that:

  • experiences from the fieldwork of SFS301 constitute the reference point for the learning,
  • theory (e.g., through introductions, lectures, literature seminars, individual study), exercises and analyses linked to the experiences are brought in when relevant to the systems inquiry in SFS301, and
  • learning takes place through systematic reflection on experiences and their links to theory and to personal development as an agroecologist.

The students will deliver an individual essay where they reflect on their own learning during the course regarding:

  • the contents of the case,
  • the methodology for dealing with it and
  • one’s own learning, competence development and transformation to an agroecologist.

The essay is also presented and discussed orally.

Learning outcome

Knowledge

After completing the course, students are expected to have the following knowledge, skills and general competence:

  • Farming and food systems (goals, structures, functions, practices, dimensions, interactions, influences, effects)
  • Sustainability of farming and food systems
  • Agroecological principles
  • Methodologies, methods and practices for improving the ecological, economic and social sustainability of farming and food systems
  • Agroecology as a holistic, transdisciplinary, participatory and action-oriented approach

Skills

  • Facilitating a holistic, participatory, systemic, action-oriented inventory in real-life cases
  • Gathering, analyzing, compiling and presenting qualitative and quantitative information relevant to improve real-life cases
  • Communicating and working with different people (e.g., fellow students, farmers, advisors, governance representatives and other food system stakeholders)
  • Giving and receiving peer feedback
  • Searching relevant theory when needed, and linking it to experience

General competences

  • Participation
  • Observation
  • Dialogue
  • Reflection
  • Visionary thinking
  • Planning and taking informed action
  • Systems thinking
  • Transformative and life-long learning by action and reflection

  • Learning activities

    The starting point for the learning process is the experiences from the fieldwork in SFS301, where students do agroecological project work in groups dealing with real-life farming and food systems cases.

    Lectures, seminars, training activities, analyses, reflection sessions and various oral presentations will be linked with the project work. Students play a key part in these activities and are often responsible for driving them.

    The students write an individual reflective essay where they explore their learning process during the course in relation to key agroecological topics and their own development as agroecologists. The reflections are also presented and discussed orally.

  • Teaching support

    Canvas

  • Syllabus

    Relevant literature will be presented in the course.

  • Prerequisites

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

    SFS300 and SFS301. It is possible to take the course SFS301 in the same term at SFS302.

  • Assessment method

    Portfolio assessment.

    The evaluation is based on a written individual reflection document, an oral presentation and discussion, and the student's overall contribution to the learning community. The weighting is: individual reflection document 50%, oral presentation 30%, and course participation (activity) 20%. All parts must be passed.

    Grading scheme: Letter grades



    Portfolio Karakterregel: Letter grades

  • 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 examiner has approved the evaluation process.

  • Mandatory activity

    All group work and plenary class sessions.

  • Notes

    If there are fewer than 6 registered students, a simplified teaching schedule may be offered.

  • Teaching hours

    Details will be given at course start.

  • Preferential right

    Master's degree students in Sustainable Food Systems

  • Reduction of credits

    10 ECTS reduction with PAE302

  • Admission requirements

    Minimum requirements for entrance to higher education in Norway