Leading the Charge for Women in Urban Ag

Leading the Charge for Women in Urban Ag

The following blog post profiles Urban Farm Manager, Caitlin Barnhart,
as a part of our Spark-Y Staff Spotlight Series.

The backbone of Spark-Y is sustainability and entrepreneurship, two practices embodied in the staff the organization employs. In the instance of one staff member, another story can be told: the rise of women in urban agriculture.

Just before giving a tour to a group of students through the Urban Agriculture Lab, Caitlin Barnhart, Spark-Y Urban Farm Manager sat down to share her experiences as a staff member and her journey into urban agriculture.

“Especially when younger girls come in [to the Urban Agriculture Lab] I think they see that as a cool thing. It’s really not traditional that they see a female in this role. And a lot of the time, I think they are more willing to ask a question, are excited about what I do, and are more willing to say: ‘Hey! I want to do that too!’”

That wasn’t necessarily the case for Barnhart, who questioned whether there were role for women in this field. Fresh out of college, she noticed the majority of roles held in agriculture were held by men.

Graduate of the University of Minnesota in Food Systems, with a minor in Sustainable Agriculture, Barnhart was paired with Spark-Y as a community partnership experience in one of her capstone classes. Following her experience, she signed up for Spark-Y’s Summer Internship program in 2015 and was hired at a Spark-Y Education Facilitator while still in school.

It was a month before Barnhart was to graduate when she sat down with Nick Phelps, professor and mentor. He asked her questions about what she was passionate about and what she saw herself doing post-graduation. “I think my direct quote was I want Sam Menzies’ job at Spark-Y,” says Barnhart. Sam Menzies was Operations Manager at Spark-Y and had played a critical role in designing and building the organization’s 1,300 square foot indoor urban farm in South Minneapolis. Phelps encouraged Barnhart to pursue the position.

Spark-Y Urban Ag Lab:

Post-graduation Barnhart accepted a full-time Education Facilitator position at Spark-Y, where her role was teaching sustainability and entrepreneurship to youth in classrooms through hands-on sustainable systems. “While I loved that experience, I also realized that my passion is more on the farming and the hands-on side of things,” reflected Barnhart. This prompted Barnhart to look to other areas of the organization that held greater interest for her, culminating in a 14-page proposal focused on what she could contribute towards the urban agriculture arm of the organization. She presented her plan to Zach Robinson, Spark-Y Executive Director. “He said, ‘Yeah, I love that. Your energy is great and you’re going to do that.’ And today I am pretty much doing all of those things.”

Urban Farm Manager at Spark-Y since September of 2017, Barnhart did in-fact gain Sam Menzies job. Today, Menzies works as Operations Director for Spark-Y overseeing sustainable systems at the Urban Agriculture Lab and in the classrooms.

Working with a small, dedicated team, the Urban Agriculture Lab has seem more than a few changes since Barnhart came aboard, including a partnership with Gentleman Forager to sell microgreens to local restaurants, indoor growing expansions such as hydroponic growing towers, fish breeding tanks, and a soil lab completed with the help of a 2017 internship team.  Menzies and Barnhart also developed and executed a Spark-Y Plant Sale in 2017 and 2018, adding another revenue stream to the organization’s mission of youth empowerment.

“Caitlin’s passion for urban farming has contributed to the Urban Ag Lab’s highest revenue in a season to-date,” says Menzies. “And with a young staff, empowerment within our organization is critical. We encourage our staff to be creative, take risks, and bring their visions to life. Caitlin embodies this philosophy.”

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Spark-Y Microgreens

 

 

Barnhart feels that she has found her place within the organization. “I’m roughly fresh out of college, and not a lot of people get the level of freedom or responsibility that I get in this role - and that’s what I really enjoy about Spark-Y,” she adds.

There have been some defining moments for Barnhart along the way, including a Spark-Y partner calling to ask if she would be willing to give a tour to another young female interested in the field of agriculture or a group of fourth graders that enjoyed aquaponically-grown red veined sorrel after she told them it tastes like Sour Patch Kids candy. She thinks that youth having the opportunity to tour a growing facility at a young age makes a difference, noting that she did not become aware of sustainability or urban farming until a class in college.

Barnhart adding "worm juice" from vermicompost systems to aquaponic-grown red veined sorrel.

Barnhart adding "worm juice" from vermicompost systems to aquaponic-grown red veined sorrel.

Today, Barnhart recalls just how important it is to find something you are passionate about and stick with it. A passion that is easily displayed in Barnhart’s contributions to the Urban Agriculture Lab and the way she speaks about her position: “I love the smell of dirt, the feeling of nature, you know, that feeling you get when you walk outside on a dewy morning is the same feeling you get when you walk into this lab and it’s 20-degrees outside. It’s a loving, nurturing feeling and you just don’t find that anywhere else.” A far cry from a young college graduate wondering if there was a place for her in urban agriculture.

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April Showers Bring… Snow Plowers?

April Showers Bring… Snow Plowers?

The following blog post was written by Sarah Pilato, 
Spark-Y Education Facilitator.

Students in Edison High School’s EASYpro (Edible Agricultural School Yard Professionals) class are facing quite an interesting challenge this spring.  How do they establish and maintain a successful garden when it seems like this winter will never end?

This has so far been a very exciting and busy year for EASYpro students.  The 2017-18 school year marks Edison High School’s pilot year as part of Minneapolis Public School’s Garden to Cafeteria program.  Being involved in this program means that any food that is grown at Edison can be sold to the school’s cafeteria and served to students during lunch.  Edison has several different agricultural components on their campus that are serving a huge purpose in this program. The Edison farm consists of a campus garden, a greenhouse, and an aquaponics system that the students care for throughout the year.

FALL PROGRAMMING, A SUCCESSFUL START

This year’s class dove right into the program with an incredible amount of enthusiasm.  After completing their two week food safety training, the class participated in their first official harvest!  

With the help of last year’s spring 2017 class and Spark-Y summer interns planting and maintaining the garden, there was plenty to be harvested in the fall.  This first harvest included a basket full of delicious cherry tomatoes, fresh basil and chives, and some pumpkins.

The initiative taken by the students was a meaningful experience. Students harvested, delivered, and even washed produce with the staff - chatting about new potential recipes they could make from their harvest. After this first experience, it was impossible to keep students out of the garden! (Not that we would want to.)

SPRING PROGRAMMING GONE AWRY

After being cooped up inside for several months during the bitter Minnesota winter, everyone has been getting quite antsy to be outside in the garden again.  The class was just gearing up to prepare the garden space by cleaning out the beds, tilling the soil, and building some new trellises, but wouldn’t you know it, winter decided to make another comeback.

A  surprise snow storm that hit over this past weekend left some parts of Minneapolis covered in as much as 15 inches of snow (yikes!).  All that snow threw a bit of a wrench in the garden planning process. The class quickly learned from this experience that nature doesn’t always stick to the schedule you want it to.

Ever the resilient bunch, EASYpro students are not letting this obstacle slow them down.  A few students still got out there this last week to problem solve and make decisions about moving forward.  Some resourceful thinkers on the team decided to utilize extra space in the aquaponics system to continue growing seedlings that can be transplanted once the snow clears.  This kind of adaptability is what is making Edison High School truly successful in this endeavor!

Thanks to their hard work, the aquaponics system is growing more than it ever has.  The class even hopes to make a harvest of spinach and chard from this system that they can deliver to the cafeteria very soon!

Let’s hope that this was the LAST of winter for this year so we can all start moving forward with garden season!

Anthony working on the aquaponics system

Anthony working on the aquaponics system

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Swiss Chard

Beautiful & healthy growing in our aquaponics system.

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Edison's Aquaponics System

Just after construction and not yet planted.

The Real Scientists of Crossroads Elementary

The Real Scientists of Crossroads Elementary

The following blog post was written by Cecelia Watkins, 
Spark-Y Education Facilitator.

When I learned I’d be working with 3-5th graders at Crossroads Elementary—a year-round, public STEM school—I was pumped. As the Crossroads Action Educator, I get to teach seven classes a week in the school’s science classroom and Inquiry Zone, where I develop and facilitate hands-on sustainability projects.

I remember on my first day one student asked: “Are you a scientist?” I smiled and said without thinking “Yes, we’re all scientists here!” The kid tilted his head sideways and raised a skeptical eyebrow. “Okay sure, but are you a real scientist?”

I have to admit, the words struck a note of dread inside me. Here I was, trying to earn the respect of these elementary kids, but was I really a scientist? I didn’t have a degree in the hard sciences. I haven’t worked in a research facility since one summer in college. I wasn’t even particularly knowledgeable about aquaponics!

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Aquaponics

How hard can it be?

I decided I would do whatever it took to prove myself to these students by making the aquaponics system at Crossroads explode with happy fish and healthy plants. I rolled up my sleeves, planted seeds, and tossed the tilapia their pellets. But then I noticed my pea plants were freckled with white rot, my beans were turning yellow, and the tilapia became so aggressive they started killing each other. Disaster! The reality is that for all the shiny promise of aquaponics, it actually takes a fair bit of expertise—or experimentation—to create a productive system.

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Tilapia

Dominance and aggression!

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Sad broccoli

Luckily, the Crossroads students have been more than willing to learn alongside me. The 5th graders are actually in the midst of conducting experiments to determine how different variables affect the health of an aquaponics system. In pairs and groups, these students constructed their own 10 gallon aquaponics tanks and chose which independent variable they wanted to adjust. One group decided to only fill their tank half full, another chose to use adult plants instead of starts, and still another decided to double the oxygen input. Other students are experimenting with number and type of fish, number and type of plants, and type of grow media. After weeks of patient waiting and diligent water testing while the nitrification cycle got established, we at last added fish and plants this past week. Stay tuned for their results!

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The 3rd and 4th graders have started their own aquaponics germination experiment recently. As we began learning about plants, we asked what a seed needs to grow. Students were quick to answer: sun, soil, and water! Some all-stars even thought to add air and space to the list. I decided to put their assumptions to a test. Each class was divided into three seeding groups. One group’s seeds would get everything: they’d plant in soil, be placed in a grow bed (giving them access to water) and they’d get plenty of light exposure. The next group would be exactly the same except the containers would be covered and kept in the dark. The last group would be totally different: instead of planting in soil, they’d plant their seeds in hydroton, on a damp piece of paper towel. After cleaning up from our flurry of planting activity, we all made predictions: would the seeds without light and soil be able to sprout?

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3rd grade experiment

Seeds in soil, seeds in hydroton, and seeds in the dark.

I honestly wasn’t entirely sure myself what would happen. We at Spark-Y have a tendency to say we’re “laying the tracks as the train is approaching,” and I think what we usually mean is that we’re constantly pushing our growing edge, constantly adapting, and constantly evolving. As much as it can be stressful to be responsible for the hundreds of little lives that make up an aquaponics system, it’s also exhilarating to be learning alongside the students. When I peeked into the darkened planters I felt a thrill to see the little plants reaching out. My excitement doubled when I imagined how fun it would be to reveal the results to the students the next day.

As the students have been busy conducting their experiments, I’ve been doing several of my own—and leaning heavily on the expertise of many other Spark-Y staff. I’ve rearranged the tilapia, added some needed nutrients using banana peels, iron chelate and worm tea, and adjusted the system pH so that the plants can actually absorb those nutrients. As dismaying as it can be to lose a plant or a fish, I’ve also found system care to be immensely rewarding. The other day I was just about to pull up the pea plants with white rot when I discovered they had actually grown peas! Just as Jeff Goldblum so wisely said, “Life finds a way.”

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Spark-Y intern, Zak

With a fresh lettuce harvest!

In the past few months, I’ve come back to the question several times: what makes a ‘real’ scientist? For the time being, I’ve decided a real scientist is anyone with a genuine willingness to explore the world through observation, experimentation, and a strong sense of curiosity. As long as we’re willing to fail and observe, learn and try again, we really are all scientists.

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Captains Program Reinvigorates Northeast Middle School

Captains Program Reinvigorates Northeast Middle School

The following blog post was written by Becca Ward, 
Spark-Y Education Facilitator

Spark-Y is in its second year of programming at Northeast Middle School (NEMS), working weekly with seven classes of 7th graders.  Last year, students built an aquaponics system in their greenhouse and this year, students added two more systems to that space, maximizing their growing space with the goal of selling fresh, local produce to their cafeteria!  

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NEMS Captains Set to Takeover Systems

This fall semester, we had an amazing time building the two new aquaponic systems at NEMS.  When we asked students what they enjoyed most about Spark-Y visits, many of them immediately referenced working with the power tools.  And I have to agree with them, there’s something special about building something and you just feel more powerful with a tool in your hand.  

Now that we have so much wonderful growing space, our priority is to help students get their systems thriving.  Unfortunately, it’s been a challenge.  While there are a handful of plants growing, 80% of their system isn’t producing.  With 175 students getting limited time with the system every other week, system care has been inconsistent at best.  To address this problem, we decided to start a Spark-Y captain program.  The captain program is a way for a few students to become more involved in the maintenance and care of the system, which will improve the consistency of care and hopefully improve the production of the system.  

To select captains, we helped students fill out applications as well as reflect on their strengths and how they can uniquely contribute to improving the system.  Ever the pessimist, I expected to get 5-10 exceptional applications out of the 175 we would receive.  Wonderfully, I was totally blown away by the enthusiasm and quality of the applications (#neverunderestimateyouth).  In fact, there were so many great applications that we decided to expand the program and develop more projects around business planning and system advertising.  I also have to mention that it was really uplifting to get solid applications from students who I had no idea were interested in the system.  

A few of my favorite excerpts from the applications: 

I would want to become captain because I want to change what my community looks like and to make my community healthy and clean.  If I become captain I would also want to help our communities trees and animals and help our nature to be healthy again.
I would be good at taking care of the fish because I love animals I like taking care of them and I think it would be cool to raise some fish for each classroom to have. I think that we could have a variety of plants to harvest and sell to the cafeteria.
I want to be a captain because I feel like I could find ways to improve our project. I also would like to be a captain to help in other ways such as making a website or being resourceful and looking at other ways to sell our products or planning it.
**I Really want to be a captin!**

Now that we’ve selected captains, during Spark-Y workshops, they will spend most of the hour working on the system, which has been split into seven sections so each group has a specific growing space that they are responsible for.  Captains will decide what to plant, record what and when they planted, and predict when they should germinate.  This way they can begin to quantify the success of the system and hopefully, identify what is necessary for successful plant growth.  Once the system is thriving, these students will take the lead on harvesting and selling produce to their cafeteria.  

Having spent a lot of time worrying about the health of the system, I was so reinvigorated by the enthusiasm in these applications and am excited for these students to take charge of their systems!  Also, if you’re wondering, for the students who are not captains, we’ve been working with them to develop projects that they are passionate about and will improve the school. Thus far, we have students who will be designing gardens, improving recycling in their school, and mentoring young students at Pillsbury Elementary!  

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