| Goals | Food security is one of the most basic human rights. On the other hand, certain factors particularly global-warming adversely affect food security of people. This course will be based on understanding the factors affecting food security, and the most common measures to protect it. |
| Content | Climate change, ecosystem, environmental effects of greenhouse gases and carbon emissions, sustainable water and agricultural practices, traditional food products and production methods will be in the focus of this course. Students will also learn the techniques to reduce food wastes. |
Vertical Tabs
Course Learning Outcomes
| Learning outcomes |
Program
learning outcomes |
Teaching
methods |
Assessment methods |
| Understands the basics of sustainability | 1,4,9 | 1,2,3,4 | A,b |
| Explains food sustainability | 1,4,3,9,13 | 1,2,3,4 | A,b |
| Explains the impacts different factors on food sustainability | 1,4,9 | 1,2,3,4 | A,b |
| Explains threats to food security and common agricultural policy | 5,13,17 | 1,2,3,4 | A,b |
| Explains the philosophy & practices of sustainable agriculture | 1,4,9 | 1,2,3,4 | A,b |
| Explains SDG 3,7 1,4 A,c | |||
Course Flow
| Course content | ||
| Week | Topics | Class/study materials |
| 1 |
Introduction
Ending Hunger What is sustainability |
http://wp.auburn.edu/ufwh/services/learn/ https://www.wfp.org/zero-hunger |
| 2 | Key aspects of the right to food | https://www.ohchr.org/en/issues/escr/pages/f ood.aspx |
| 3 | The right to adequate food |
Ohchr fact sheet no. 34, ohchr/fao
https://www.ohchr.org/documents/publicatio ns/factsheet34en.pdf |
| 4 |
Threats to food security and
common agricultural policy |
Kwasek, m. (2012) threats to food security and common agricultural policy. Economics of agriculture, 701-703 |
| 5 | Components of food security |
class notes
(https://jamboard.google.com/d/1u4dwP234P 4bGGNZKy3iWKIwO68PkSdNA pO2eClRnqc/viewer) |
| 6 | Sustainable development goals |
http://www.fao.org/sustainability/background /en/?key=1
https://www.fao.org/sdg-progress report/en/#sdg-2 |
| 7 | The philosophy & practices of sustainable agriculture |
https://sarep.ucdavis.edu/sustainable-ag https://www.sare.org/
http://www.fao.org/sustainability/en/ http://www.fao.org/sustainability/background /en/?key=1 http://www.fao.org/3/I9900EN/i9900en.pdf https://www.youtube.com/watch?v=PrQ_wu 67ItM |
| 8 | MIDTERM EXAM | |
| 9 | 5 key principles of sustainability for food and agriculture |
https://sarep.ucdavis.edu/sustainable-ag https://www.sare.org/
http://www.fao.org/sustainability/en/ http://www.fao.org/sustainability/background /en/?key=1 http://www.fao.org/3/I9900EN/i9900en.pdf https://www.youtube.com/watch?v=PrQ_wu 67ItM |
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| 10 | Food and climate change |
https://davidsuzuki.org/queen-of-green/food climate-change/
http://sustainableagriculture.net/wp content/uploads/2014/03/NSAC Recommendations-on-Climate-and Conservation-Program-Implementation-6-25- 14.pd |
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| 11 | Food and climate change |
https://davidsuzuki.org/queen-of-green/food climate-change/
http://sustainableagriculture.net/wp content/uploads/2014/03/NSAC Recommendations-on-Climate-and Conservation-Program-Implementation-6-25- 14.pd |
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| 12 | Climate lab- going green, minimize waste | https://www.universityofcalifornia.edu/clima te-lab | ||||||
| 13 | The diet that helps fight climate change | https://www.youtube.com/watch?v=nUnJQ WO4YJY&t=131s | ||||||
| 14 |
The COVID-19 pandemic is disrupting people’s food
environments: a resource list on Food Systems and Nutrition responses |
https://www.unscn.org/en/news
events/recent-news?idnews=2039
|
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Recommended Sources
| Recommended sources | |
| Textbook | Sustainability Science, Ed. Heinrichs, H, Martens, P, Michelsen, G, Wiek, A. 2016. Springer. |
| Additional resources |
1. Academic articles
2. Official websites |
Material Sharing
| Material sharing | |
| Documents | Articles and book chapters |
| Assignments | Every week- articles |
| Exams | 1 |
Assessment
| Assessment | ||
| In-term studies | Number | Percentage |
| Take-home exam | 1 | 20% |
| Take-home exam presentations | 1 | 10% |
| Discussion hours | 1 | 30% |
| Total | 60 | |
| Contribution of final examination to overall grade | 40 | |
| Contribution of in-term studies to overall grade | 60 | |
| Total | 100 | |
Course’s Contribution to Program
| Course's contribution to program | |||||||
| No | Program learning outcomes | Contribution | |||||
| 1 | 2 | 3 | 2 3 4 5 | 5 | |||
| 1 | Students study food in the context of food history, geography, culture and nutritional sciences. | ||||||
| 2 |
Students approach food and cooking as an art process and they are competent in the topics of design and visual presentation of food.
|
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| 3 | Students have comprehensive information about food related concepts, techniques, and product information. They have the ability to conduct research and develop ideas on these issues. | X | |||||
| 4 | Students have knowledge about the basic principles of nutrition and food science, and they apply their knowledge in the field of gastronomy. | X | |||||
| 5 | Students know and apply the international standards of food hygiene and safety. | ||||||
| 6 | Students know all the processes related to the production of food and beverage, from the production stage to the stage of presentation. They can understand food production systems and the new approaches in this field. They have an in-depth understanding of the subject and they can identify and solve problems that may arise at this stage. They can design the physical environment, and has an understanding of the materials and technologies related to the field of gastronomy. They can take part in development of innovations in this context. | ||||||
| 7 | Students gain knowledge about national and international cuisines. In this context, they know basic cooking techniques, they implement and develop them. | ||||||
| 8 | They know the historical, geographical and cultural background of alcoholic and non-alcoholic beverages and they know the stages of production. They can use this information in menu planning, food production, etc. | ||||||
| 9 | Students can explains the philosophy & practices of sustainable agriculture | X | |||||
| 10 | Students know the national and international regulations, professional standards and professional ethics around food and they apply them. | X | |||||
| 11 |
Students know the basic concepts, theories and principles about
business, economics and marketing, and they apply them. Accordance with the principles of menu planning, they can make food and beverage cost analysis, controlling and pricing, and develops a variety of menus. They can effectively manage the operations of food related businesses by applying management theories, and staff recruitment and evaluation processes. |
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| 12 |
They can engage in independent studies and team work. They can
communicate effectively through verbal and in written communication, and they develop good presentation skills. |
X | |||||
| 13 |
Students understand the effects of food on human health and society, and in this context they follow the press and media
organizations and contribute to them. |
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| 14 | Students understand and manage food-related SDG concepts | X | |||||
| 15 | They know world food trade, globalization, patterns of production and consumption. They know the importance of the food policies for the country's economy. | X | |||||
| 16 | Students know how to bake and prepare cakes and other pastries, breads, sponge and dough pastry bases, creamy sauces, fruit sauces, jellies, hot and cold desserts, ice creams and sorbets, sugar works, decorations, decoration and presentation. They are competent in making chocolate. | ||||||
| 17 | Students have theoretical and practical knowledge about the production techniques of vegetables and fresh herbs used in kitchen practices and food production. | ||||||
ECTS
| Activities | Quantity | Duration (hour) | Total workload (hour) |
| Course duration (including the exam week: 16x total course hour) | 14 | 3 | 42 |
| Hours for off-the-classroom study (pre-study, practice) | 14 | 6 | 84 |
| Mid-terms | 1 | 15 | 15 |
| Quiz | 1 | 10 | 10 |
| Final examination | 1 | 25 | 25 |
| Total work load | 176 | ||
| Total work load / 30 (hous) | 5.87 | ||
| Ects credit of the course | 6 |