MSUS Culminating Experience Final Report Requirements
Final Report Outline
Christina Schmitt
April 1, 2020
Paving the Road for Community Engagement in a Garden Based Learning
Program
Martin Luther King Elementary
The Farm at South Mountain
Abstract
This project focuses on building capacity for the long-term viability of the garden based
learning program at Martin Luther King Early Childhood Center through cultivating
relationships with local organizations and businesses. Building upon Matthew Waldman’s
2018 MSUS project work with this school and The Farm at South Mountain, this project’s
purpose was to explore ways to integrate the greater school community and allow them to
share their vision for an outdoor community space.
The intervention tool used to engineer this collaborative mindset was individual square
foot garden boxes that each child in the 2019 student body was able to decorate and take
home.
As a tangible piece of this Culminating Experience, I have installed a pollinator garden
that has been registered with Monarch Waystation Program. This space serves as a
celebration of the school’s mascot and provides a totem for the collective action of the
community.
With the onset of COVID-19 and the implementation of local, state and federal
guidelines, the school has been closed since March and has curtailed the anticipated
deliverables.

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Table of Contents
1. Introduction and Background
2. Literature Review
3. Project Approach and Intervention Methods
4. Outcomes/Findings
5. Recommendations
6. Conclusions
7. Appendices and Acknowledgements
8. References

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1. Introduction and Background
One in five children have hunger related issues in Arizona as reported by the
Feeding America organization. This fact is further complicated if a child resides in a food
desert where access to nutritional food is limited or non-existent. During important
growing years, when establishing nutritional food habits is a necessity not a preference,
these impacted children suffer malnutrition, obesity and face chronic illnesses, such as
Type II diabetes, later in life (Chen, 2016). In addition to the physical effects of living with
food insecurity, studies prove it impacts a child’s learning capacity, development of social
skills and stunts self-acceptance (Frndak, 2014). By increasing the exposure to vegetables
through a school gardening program, children are more inclined to eat vegetables and
continue to do so through their lifetime.
Martin Luther King Elementary, the location for this project, is located in South Phoenix
and is approximately 2 miles away from the closest grocery store. The school is in a welldefined food desert according to the Arizona Department of Health. Food options are
limited to an array of unhealthy processed foods; fast-food restaurants, small corner
convenience stores and liquor stores, often referred to as fringe foods. When the only
nearby choice for meal options is a fast-food restaurant, rather than a grocery store, access
and selection is unbalanced. The convenience store or available products in a gas station
are not convenient if looking to include fruits and vegetables in meals.
Along with the low to no food choices in the neighborhood, residents in food desert
areas are at risk for food insecurity, meaning they are not sure where their next meal will
come from or be. The median household annual income for the ML King Elementary is at
or below $40,600, with almost 38% of residents receiving food stamps (Statistical Atlas,
2010).
South Phoenix has a rich agricultural history that is not visible in ML King
Elementary neighborhood surrounded by vacant lots and industrial buildings. The ecology
has been deteriorated to barren dirt with patches of grass and no longer resembles the
burgeoning farming community of former generations. Without care or consideration,
natural desert foliage is trimmed away leaving the area impacted by monsoon rains and dry
winds.
Providing the school children of ML King Elementary a connection to that history
and the environment around them is the ultimate vision of this project. Cultivating food
knowledge, especially in young children, can help support healthy dietary choices and
decrease negative consequences of a highly processed diet (Weatherspoon, 2015). But a
garden can be more than a food resource, it can provide a sense of place, a connection to
local and culturally relevant recipes, and provide much needed land regeneration.
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While school gardens have proven physical and social benefits (Barker, 2018), they
do create another set of problems that will need to be managed. These issues surround
garden maintenance, delegation of responsibility and unforeseen possible complications.
In order to ensure the long-term sustainability of the vision of this project, I have
established and fostered a collaborative partnership between staff, parents and
community members. Tucson Unified School District is a great example of what a similar
collaborative effort, once fully realized can have, since it was also a single project that
started in one elementary school. Now it has evolved to encompass 19 functional school
gardens, supports a partnership with the University of Arizona and is demonstrating a
unique perspective on what an average school day can look like when aligned with garden
based learning (Star, 2019).
MSUS student Matthew Waldman worked with The Farm at South Mountain and
Martin Luther King Elementary for his 2018 project which focused on identifying strategic
partnerships that would help facilitate their shared goal of having children garden. His
work has inspired this project’s overall vision. For this project, I undertook a triple
approach engagement that encompassed the school staff, students, parent organization,
and community leadership. A school garden is dependent upon the labor and volunteer
hours of staff, parents and community members. It was the focus of this project to invite
as many of the parents into the early phase of the school initiative, so that they felt a sense
of ownership and pride as garden expanded. The school principal was extremely engaged
and motivated throughout this project, as I provided a supplemental resource for the
school that would not have been able to afford the dedicated time or expense required to
support the ideas introduced into the school in 2018.
The completion of this project is part of a longer-term collaboration with the
partnerships I have made during this journey. Understanding that the end vision of this
project is at least a five year timeline, I have started the process of creating a non-profit in
collaboration with The Farm at South Mountain, in which our work can continue to serve
the community of South Phoenix.

2. Literature Review
School gardens can be an effective intervention tool to increase children’s exposure and
willingness to eat healthier food options (Weatherspoon, 2015). But introduction of a
garden-based learning environment requires a significant amount of effort by the staff and
administration, increased demand on available funds and ensuring adequate space for
garden viability. In order to strengthen the capacity and resiliency of a recently introduced
program, communicating and involving the parents and greater community in the program
can be of vital importance (Burt, 2018).
Program managers and school administration need selective and purposeful criteria to
ensure that the community’s perception of the program is appropriate and thoughtful. To
increase the impact of the lesson plans and to ensure that the practices established in the
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classroom continue in the home, the program should seek ways of connecting with the
families, such as hosting food nights highlighting the vegetables being grown in the
classroom (Knapp, 2019).
Facing increased urbanization and limited access to safe green spaces, school gardens
can function as a center for community gatherings and events, provide shaded areas for
play and allow for reconnection to nature (Rilla, 2013). In order to be able to reap those
benefits, a garden must be maintained to ensure crop viability but to also evolve to meet
the needs of the community it is there to serve (Burt, 2018). Garden-based learning
programs can make students ambassadors of healthy food options to their family and
neighborhood community galvanizing interest in participation, support and increase value
perception (Knapp, 2019).
Inequality in food access and transportation options increases the burden parents may
face in providing healthier food access to their families and limit their time availability to
participate in school garden functions. Supporting a collaboration between classroom
lessons and using this knowledge at home has shown an increase in food and vegetable
consumption for both the child and family members (Heim, 2011).

3. Project Approach and Intervention Methods
The project approach was focused upon expanding the pieces of garden based learning
being put in place for the 2019-2020 school year and to take the lessons from the school
gardens into their homes. The literature shows that children can become advocates within
the household for healthier dietary choices and for engaging in sustainable activities.
Through this project, I expected to increase community resilience in the social and
environmental areas, and develop a program that would provide either surplus food or an
economic opportunity for the community. In addition to these changes, I intended to
improve food education of the children currently enrolled in Martin Luther King and
discover intervention methods to increase their food access at home. In addition to these
changes to food habits, I believe two aspects of my project, square foot garden boxes and
pollinator garden, developed a sense of place within the community that can be used to
increase community engagement in a larger scale garden project.
The process used to develop and implement my culminating experience project began
with ensuring the children were gardening in the classroom and that those lessons were
incorporated with home based individual square foot garden. We utilized ASU interns from
The Farm at South Mountain to serve as instructional leaders every other week. This had a
two-part objective in that the ASU interns demonstrated to the teachers both the process
and the outcome of garden-based learning, as well as alleviated the teachers from having to
change their lesson plans for the current year. We were lucky enough to have one of the
interns return from the fall semester to teach again this spring and I participated in the
sessions as we moved into the life cycle of the butterfly for the remaining weeks of the
semester.

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To encourage the development of healthy eating habits, each child was provided 4
seedlings, such as carrots, peas and lettuce, to plant in their square foot garden once they
got home. These 240 boxes were built with the volunteers I was able to secure from the
American Legion and South Mountain Academy High. Lowe’s agreed to cover the cost of
materials after my meeting with the regional office and reaching out to the corporate office.
Since the students were not able to participate in the box construction, they were able to
paint and personalize the boxes in art class. At this point, we had completed a full semester
of garden lessons with each grade surrounding the journey a seed takes to becoming a plant
and felt confident in sending them to the student’s home. To build up momentum and
energy for the spring semester, we elected to distribute the boxes during their Winter
Celebration event at the end of the semester. It was great opportunity to introduce some
of the project initiatives to the students’ families and explain my role.
For those who were unable to take their box home, we conducted two home delivery
trips in January. We used this time to conduct our first home interviews and follow up on
any volunteer interest. During our home visits, the children were quick to share their boxes
and discuss how excited they were to eat the vegetables once it was time to harvest. In
particular, this aspect of the project provided an entryway conversation between myself
and the parents on how to replicate classroom activities at home, as well as what behavior
differences the parents were seeing carry over. Given the feedback from the parents, we
introduced an Instagram contest in which students would post a photo of their garden over
their spring break recess.
A school survey was sent out prior to the spring semester that included questions
pertaining to the school garden program. There was a second survey sent out the first
week of March with follow up questions on the garden program and requesting input for
the planned visioning workshop, but those results were not collected due to the school
temporarily shutting down.
The secondary initiative for my project was to work with the PTO coordinator to
establish a long-range plan that involved the parents in the garden-based learning. This
initiative aspired to create future parent-teacher collaborative options in the garden space
located behind the school. Community engagement and support is vital for the success of
this program and to ensure its continuation beyond this project and the tenure of the
current principal. It will require the volunteer hours of parents, organizations and
businesses, as well monetary contributions. Gardens require planning and manual labor
that the school is not financially equipped to sustain. By increasing participation for the
greater community and encouraging them to express their interests and visions, the garden
plot can be enriched through their contributions and insight.
To this end, I conducted several meetings with organizations that have established
similar community-based gardens in South Phoenix, such as Spaces of Opportunity and First
Things First. These organizations are successful examples of what could be possible at ML
King Elementary given the right level of community interest. In addition, I successfully
conducted one of three planned tours with members of the Parent-Teacher Organization
(PTO) and other interested parties to showcase the properties and provide fodder for the

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planned back casting sessions. While not based in a school setting, given their proximity to
the neighborhood and school, they provided a relatable setting and context. Through these
events, I sought to align interest and opportunities with the parent community, with the
understanding that community gardening is not the only activity the space can provide.
It was brought to our attention that a focus on culturally specific and indigenous plants
was of high interest in the community and proved to be a valuable talking point in our
meetings and home visits. To this end, I collaborated with two local desert foragers. They
agreed to adopt an available garden box and utilized plants that tell a narrative specific to
the region and history.
The third initiative for my project was to design, complete and register a Monarch
Butterfly Waystation at the school. In addition to being a tangible totem in engaging with
students and drawing in the community, the monarch butterfly is the school’s mascot.
During the spring semester, each homeroom was provided a kit that contained 10
caterpillars, in which the students were able to witness and document the metamorphous
process. The butterflies were then released into the garden space the final Friday of class
before spring break.
The intention of this aspect of the project was the increase of social connectivity and
pride and as a means to expand the biological diversity of the school garden, increase the
monarch butterfly and pollinator population, and decrease the surface and air temperature
of the school courtyard. While representing the collaborative interaction of the school,
business partners and myself, the feature increased the visual beauty of the area and
highlights how urban blight can be mitigated with similar physical structures.
For the project work, I used three frameworks to ensure that sustainability impact
remains the center focus of the project.
Gibson’s Sustainability Principles (Appendix A, Fig. 1) was used to design the project’s
overarching initiatives, actions and goals to ensure sustainability outcomes, both current
and potential. The project’s vision was rooted in the Gibson’s assessment of a functioning
socio-ecological relationship, in which a student gained increased perspective of how their
activities impacted the world around them. The long range goals of both the school and
The Farm at South Mountain expanded beyond my project deliverables to envision a
collaborative space in which multiple generations gathered and grew produce either for
consumption or for sale. During my community interactions and meetings, I ensured that
the agenda addressed today’s needs but focused on this achieving this end. Interwoven in
the weekly class lessons and in my presentations to community members, I instilled the
following principles: socio-ecological civility and governance, resource maintenance and
efficiency, and intra/inter-generational equity.
To increase the sustainability outcomes of my project deliverables, I utilized the ICOR
Resilient Community Framework (Appendix A, Figure 2) as a model to increase the access
and agency of the community engagement aspect of the project. The fundamental spirit of
the stakeholders’ vision and the genesis of this project was the belief that this school
community could build and sustain a support hub centered in the outdoor garden space. By
gathering together the members and organizations on a regular basis, there would be a
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recognition of the assets and skills already imbedded in the community. Identifying those
strengths first would empower the members to view vulnerable areas from a positive
position. For this project I focused on building resilience and capacity in the prepared
system portion of this framework. To achieve this end, I focused my networking project
deliverables on local community organizations, such as Unlimited Potential and First Things
First, that are active in South Phoenix but do not currently have a presence at the school.
To facilitate the visioning sessions with the PTO, I relied upon Robert Newell and
Rosaline Canessa’s framework, Sense of Place (Appendix A, Figure 3). This method was
effective at setting the stage for planned workshop at the end of March and helped direct
the agenda and questioning prompts during the early meetings. As mentioned earlier in
this paper, I conducted tours of nearby examples and had a planned meeting with TUSD to
discuss how their gardening project evolved with school very similar to Martin Luther King
to encompass over two dozen schools.

4. Outcomes/Findings
When I first was introduced to the garden space at Martin Luther King elementary, I was
impressed by the available acreage, current garden box infrastructure and the desire of the
school principal to expand her students’ perspective, as well as increase the emotional and
physical support they greatly needed. As with any first perception, my understanding did
not include all of the factors that had kept this program from being functional. As I grew to
understand the political landscape and the impracticality of volunteer reliance, I had a
better sense for the challenges being faced by a single person trying to implement a new
learning program tool that might be viewed by others as extracurricular or academic fluff.
At the onset of presenting this project to the stakeholders, I wanted to ensure two
things: that there was something physically tangible at the end and that community
awareness and support was in place moving into the next school year.
The project was successful in bringing a wide variety of outside support into the school
program. Given their current staffing, there was limited resources the principal could utilize
to bring these factions together. My work with the PTO made them feel included and
excited to talk about the potential of the space, which increased participation and input.
Through my networking with community organizations, I was able to determine where
agendas and resources overlapped. By highlighting our mutual mission statement points, I
provided incentive for these organizations to either increase or establish a footprint at the
school. I was able to use the time dedicated to this project to secure funding and volunteer
hours that might not have uncovered due to limited resources.
I do feel the most important aspect of this project was having the students physically
garden and we made tremendous strides in supporting that initiative. With the irrigation
for the smaller homeroom boxes complete, that will be an exciting new feature for the next
school year. As the children were actively gardening, the entire school staff was engaged
with the objectives of the bi-weekly lessons and shown interest in the next step of the plan.
It was exciting to know, that despite the school being closed, students were able to

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continue to garden and learn in their square foot gardens. This addition to the original
scope of the project has proved to be a tremendous asset for the program as a whole.
There was significant implementation of foundational parts dedicated to expanding the
garden infrastructure. Through my networking, H&M Landscaping donated time and
materials to install the irrigation system for the outdoor homeroom garden boxes. Those
boxes will be installed over the summer break and will be put into use next school year.
There was significant progress in the overall flow of the school lessons over the course
of the year and we found ways in which the students could duplicate the activities in the
square foot garden boxes. It was rewarding for everyone involved in this project to find out
that the pilot students from Spring 2019, who are now 4th graders at Percy Julian Middle
School across the street, requested their own recreational garden club.
There was great traction in building partnerships with organizations that are supportive
of garden based learning and the project deliverables implemented at the school. I
conducted several meetings with the PTO that have also included Percy Julian Middle
School staff in which we were able to envision ways of expanding the garden program to
include both schools. I have expanded my network to include First Things First, Unlimited
Potential and Promise Arizona. Unlimited Potential has the greatest opportunity of impact
within the school, as they have community members trained in ethical engagement and are
already conducting home visits in the community surrounding issues of healthcare and
infant development. They agreed to partner with the square foot garden box interviews
and data collection.
After an array of operational setbacks surrounding the milkweed plants, the pollinator
garden was successfully registered and is a flourishing garden that is visible from the
parking lot. The butterfly release that was held before what became the final day of school
for the year was filmed and I created a video highlighting the event.
Due to the implemented actions by local, state and federal agencies to decrease the
spread of the COVID-19 virus, the majority of my project outcomes are paused. I had hoped
to expand the project to supplement this lost interaction with a variety of online lessons,
interactive content and increase interactions through social media tools. With schools now
closed for the duration of my project timeline, along with the increased stress levels being
experienced by school administrators, teachers and the community as a whole during this
unique time, I determined the best course of action was to allow the project to fail and
determine what I could have done differently and where I can improve moving forward.
Unfortunately, a significant portion of my project was scheduled in March, falling in line
with the school schedule. We had planned a dedication ceremony planned at the first week
of April to introduce the registration of the Monarch WayStation, complete with and official
plaque. This time period also encompassed the final two back casting sessions, which were
intended to design and complete the community vision report for the principal. There was
a planned meeting and online tour with Tucson Unified School District and the University of
Arizona, and the finalization of the Instagram photo contest.

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5. Recommendations
The successful delivery of the square foot gardens was an energizing factor of this whole
project. During the time we were out delivering the remaining square foot gardens, the
children were excited to see their principal driving down their street and those we spoke to
were thrilled to show us their garden boxes. I know that when I was a child, the last thing I
would have expected was a visit from my principal. I believe that type of energy does not
dissipate with an early close of the school year. I am willing to continue to invest my time in
moving this program forward.
With that in mind, I am recommending that we proceed with the delayed sequence of
events, but sync them with the start of the school year. I have completed a video of the
school butterfly release that we can use during the event introducing the registration of the
butterfly garden, tying those two events together. I have established funding from the
American Legion for another round of caterpillars as well.
Due to our success with the square foot gardens, I am currently having conversations
with Lowe’s executive office to sponsor and build another round of square foot gardens for
the incoming kindergarteners, with a surplus for new or transfer students. The ability of the
students to continue to garden at home during the school closure was a positive outcome
of their direct sponsorship. Continuing to expand upon this program with online user
guides, mini-lessons and the ability of studen
First Things First is the original grant funder that installed the unused 16 garden boxes
located in the back of the school. Their original grant had included a part time
teacher/gardener that was responsible for running the garden learning program. During
our meetings, while they understood that funding had been pulled for that position, they
were surprised that the space was not being used as an outdoor classroom. I believe there
is an opportunity to increase the engagement with this organization and obtain future grant
funding to get that position filled again. They were planning on attending the meeting with
Tucson Unified School District and the University of Arizona, and are motivated to be a part
of this program as an intervention tool.
Through our home visits and various meetings, there is a palpable energy in the
community to support and engage in the school’s initiatives. There is a space for a nonprofit or organization to serve as a foundational umbrella to unite the organizations, and
decrease the need for the school to fund any administrative position. I will continue to
work with The Farm at South Mountain to establish a non-profit, which will expand our
grant funding options.

6. Conclusions
Since the project had to be discontinued due to school closure and social distancing
practice, I am lacking a true conclusion to the project. I do feel that there was real traction
made in moving the stakeholders’ long range vision into reality but I am left bereft of

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complete answers. I recognize that there was significant progress made on the
infrastructure of the garden boxes, but that is only a slight improvement from the original
state. School gardens are more than boxes, as previously stated. Many of the project social
elements were in midstream when the disruption occurred, so while the preliminary actions
netted the responses the project team was aiming for, without another round of follow
through, the overall support network will fall back to its original state. I believe that if the
project team is able to implement my recommended actions, we can continue to move
forward in our mission/vision.
Community interest and energy was uncovered and throughout this project, the parents
were eager and willing to help out where they can. The one thing holding them back was a
lack of direction and guidance on where they could participate or volunteer. It highlighted
the need for a dedicated part time garden teacher that could guide the classes and
coordinate with parent volunteers on a calendar schedule.
While the school has made great strides, there is an opportunity for another student to
move this project forward. This could occur in the physical garden, lesson incorporation or
community networking.

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7. Appendices and Acknowledgements

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8. References

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Barker, Kenneth Holland, Collins, Michael, Kizer, Elizabeth, School of Molecular Sciences, &
Barrett, The Honors College. (2018). Implementing Raised Bed Gardens as a Form of a Health
Intervention, Specifically in Habitat for Humanity Homes.
Burt, Kate G, Hersh B Luesse, Jennifer Rakoff, Andrea Ventura, and Marissa Burgermaster.
"School Gardens in the United States: Current Barriers to Integration and Sustainability."
American Journal of Public Health 108.11 (2018): 1543-1549. Web.
Chen, D., Jaenicke, E., & Volpe, R. (2016). Food Environments and Obesity: Household Diet
Expenditure Versus Food Deserts. American Journal of Public Health, 106(5), 881-888.
Eames, Malcolm, and Jonas Egmose. "Community Foresight for Urban Sustainability: Insights
from the Citizens Science for Sustainability (SuScit) Project." Technological Forecasting &
Social Change 78.5 (2011): 769-84. Web.
Gibson, Robert B. "BEYOND THE PILLARS: SUSTAINABILITY ASSESSMENT AS A
FRAMEWORK FOR EFFECTIVE INTEGRATION OF SOCIAL, ECONOMIC AND
ECOLOGICAL CONSIDERATIONS IN SIGNIFICANT DECISION-MAKING." Tools,
Techniques And Approaches For Sustainability. World Scientific Pte., 2010. 389-410.
Frndak, S. E. (2014). An ecological study of food desert prevalence and 4th grade academic
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Mulvihill, Peter, and Victoria Kramkowski. "Extending the Influence of Scenario Development
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Heim, Stephanie, Katherine W Bauer, Jamie Stang, and Marjorie Ireland. "Can a Communitybased Intervention Improve the Home Food Environment? Parental Perspectives of the Influence
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(2011): 130-34. Web.
Household Income in ZIP Code 85040, Arizona (ZIP Code). (n.d.). Retrieved from
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ICOR: Community Resilience Frameworks. (n.d.). Retrieved from https://www.buildresilience.org/community-resilience-framework.php
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Johnson. "Perceptions of School-Based Kitchen Garden Programs in Low-Income, African
American Communities." Health Promotion Practice 20.5 (2019): 667-74. Web.

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Newell, Robert, and Rosaline Canessa. "From Sense of Place to Visualization of Place:
Examining People-place Relationships for Insight on Developing Geovisualizations." Heliyon
4.2 (2018): E00547. Web.
Ratcliffe, Michelle M, Kathleen A Merrigan, Beatrice L Rogers, and Jeanne P Goldberg. "The
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and Behaviors Associated With Vegetable Consumption." Health Promotion Practice 12.1
(2011): 36-43. Web.
Rilla, C., Longcore, Travis & Harris, Robert. (2013). “School Garden Design as Catalyst for
Environmental Education and Community Engagement: LLs Angeles Unified School District
Case Studies.” Proquest Dissertations and Theses. (2013).
Star, M. H. A. D. (2019, February 25). UA program supporting school gardens now covers 19
campuses in Tucson. Retrieved from https://tucson.com/news/local/ua-program-supportingschool-gardens-now-covers-campuses-in-tucson/article_12b1b6f4-8273-55f7-822f912e0b1e1376.html.
Weatherspoon, Dave, Oehmke, James, Dembele, Assa, and Weatherspoon, Lorraine. "Fresh
Vegetable Demand Behaviour in an Urban Food Desert." Urban Studies 52.5 (2015): 960-79.
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