Introduction
Colleges and universities are often at the forefront of new policy and research decisions in the United States. There has been talk for many years regarding the potential for college and university campuses in the United States to implement “green” policies; these policies may be anything, from simple policies banning plastic bags to complex policies regarding energy efficiency and water use (Emanuel and Adams 80). These policies allow colleges and universities to become more environmentally responsible, but they can also be quite expensive to implement. While the start-up costs associated with these programs might be significant, the long-term benefits of implementing sustainability programs like sustainable food programs has an overall net gain effect on the institution as a whole (Graedel 349; Emanuel and Adams 80). Research tactics have demonstrated the significance of creating an ecological environment with the incorporation of sustainable foods on college campuses nationally to help students maintain a balanced diet, limit health circumstances, and provide accommodations for those with dietary restrictions.
Sustainability issues have come into the forefront of political discussions in recent years, and today, scientists are suggesting that the issue of engaging in sustainable behavior is more prescient than ever before. Developing new ways for large communities to become more environmentally responsible—like the self-contained communities on college and university campuses—provides an excellent structural understanding of the potential implementation problems associated with changing community behaviors in other communities as well. While college and university campuses are not the perfect analogue to the world outside, strategies utilized in these communities might be altered or developed for application in the wider American social structure.
Background
The United States of America is one of the unhealthiest nations in the world in terms of food choice and consumption. Fast food consumption in the United States is endemic, and obesity is fast becoming one of the most significant risk factors threatening American health as a whole. One of the most significant problems associated with American health is that American people, as a whole, do not eat the appropriate foods in the appropriate quantities (Vermeir and Verbeke 172). Healthy food is a growing trend on American campuses, but so too is the trend of sustainable, farm-fresh food; some schools are moving towards a holistic approach to health that includes a reduction in the availability of processed and pre-cooked foods (Vermeir and Verbeke 172).
Along with health and nutrition, sustainable food production is a concern for many people because of the environmental impact of big farming operations (Feenstra 28). Big-business farming production can be very detrimental to the environment, but sustainable, locally-grown produce and meat can be healthier, more flavorful, and even cheaper in the long run. Supporting local farms comes with some problems, however; this will mean that the menu that the school produces will be seasonal, and must change regularly. There is certainly more work that is associated with sustainable food use and production, and difficulty and cost are, to be certain, two of the major concerns often cited by campus leaders when the question of sustainable food use is raised (Barlett 101-103). Currently, schools do not have to comply with any kind of national rules or guidelines; schools are left to their own devices when it comes to determining sustainability policies and making choices about the kinds of and varieties of food to serve the students (Bartlett 101-103; Feenstra 28-29).
Analysis
Overall, the creation and implementation of a structure that supports sustainable choices on a college or university campus has three general benefits for students: it provides the structure for balanced dieting, supports the limitation of adverse health circumstances, and accommodates special dietary restrictions more thoroughly. All three of these facets are important parts of the provision of a meal plan on the college campus; a college or university is meant to be a transitional location for young adults—a place where they can learn to interact appropriately with the world. By implementing a sustainable food plan, the college or university can provide students with the tools they need to fulfill each of these facets of their lives outside of the relatively controlled university environment as well (De Boer, Hoogland and Boersema 987).
In addition to these individual benefits, there are also wider community benefits when a college campus decides to implement sustainable food policies. These policies support the local community of farmers, and they support an environmentally-friendly approach to food and eating—something that is becoming more and more important in today’s environment (Barlett 105). The biggest problems that are faced by colleges and universities is the commitment gap problem; students must be engaged fully for the program to be a success (Vermeir and Verbeke 170-172). Interestingly, while implementation of a sustainable food production plan might seem difficult, the realities of implementation are actually quite simple; the design and implementation of the plan will be discussed in more depth in the following section.
Balanced Dieting
Balanced dieting is a particular problem in the United States. Eating a balanced diet can be particularly difficult for students who are living away from home for the first time; having so many choices regarding the purchase and provision of food is no doubt new and potentially exciting (Bartlett 102). However, despite this excitement, it is important to remember that students who are living away from home must also be taught to balance their diet. The availability—or lack of availability—of sustainably grown, local, healthy foods can change a student’s eating patterns for better or for worse.
Balanced dieting can also lead to the development of positive health impacts over time. There is a common phrase in American culture that refers to the weight that students gain when they go away to college: they call this weight the “freshman fifteen,” and it refers to the fifteen pounds that many students gain (De Boer, Hoogland and Boersema 987-989). However, gaining this much weight in a short period of time can and should be avoided by students; one of the ways that colleges and universities can support students in their balanced dieting is by providing students with the appropriate tools for healthy eating (Lowry et al. 18-19; Vermeir and Verbeke 170-172). Clearly, balanced dieting is a choice—but the provision of the tools to make the healthy choice is the path that should be taken by the college or university.
Limitation of Adverse Health Circumstances
Perhaps the most pressing health circumstance in the United States today is the rate of obesity in the younger population. Lowry et al. (18-19) suggest that the provision of healthy eating choices at colleges and universities can assist the students in the creation and implementation of healthier eating choices; thus, they would be less likely to overeat and less likely to experience weight or diet-based adverse health consequences. Most importantly, these students would be able to avoid a common problem today: students who become overweight or obese in college or university are much more likely to experience problems with their weight and the associated health consequences later (Lowry et al. 18-19; Vermeir and Verbeke 170-172). Without a clear plan to deal with these issues, a school’s administration is complicit in the development of further obesity in its students. This is not to say, of course, that the school is responsible for the eating habits of their students: however, the school should be providing students with the tools necessary for success.
Provision of Accommodations for Dietary Restrictions
The number of people with dietary restrictions is significant, and the types of dietary restrictions in any given population tends to be varied. However, by providing healthy, locally-sourced foods, the college or university is likely to be able to provide most students with dietary restrictions with foods that will work based on their dietary needs. Religious restrictions on diet like the maintenance of Halal are the important exceptions to this rule; however, providing vegan options and alternative dining options become much easier when all the foods in the kitchen are sourced locally and are in season. The more that pre-packaged food is removed from the kitchen, the easier it will be to provide accurate information to people with gluten intolerance, food allergies, and other special dietary accommodations (Bartlett 104).
Solutions
Any program that is implemented for the institution should be very clear and well-structured. Bartlett (101) notes that there are four components to a successful campaign: first, the establishment of purchasing goals; second, the implementation of academic programs; third, the development of direct marketing strategies; and fourth, the creation of experiential learning structures (Bartlett 101). Without synergy between these different aspects of program development, it is highly unlikely that any potential solution will be successful. Emmanuel and Adams echo this sentiment, suggesting that the success or failure of a sustainability program on a college campus is closely linked to student engagement with the project as a whole. Similarly, Shepherd suggests that there are learning opportunities closely embedded in sustainability programs, and that these programs are more effective when they are used as educational opportunities for students as a whole (Shepherd 89).
Discussion and Conclusions
Sustainable food production engagement presents colleges and universities with a unique opportunity to spearhead a two-pronged effort to fight some of the biggest problems facing American adolescents and young adults today. By some estimations, childhood obesity has become an epidemic; many people do not have a good understanding of how or what to eat, nor do they have access to the types of ethically-sourced, locally-grown foods that are appropriate for consumption. Without food education and availability, it is highly likely that obesity will continue to be a problem in the American school system—primary, secondary, and tertiary levels.
Of course, engaging with a sustainable food production program will also make the school more “green” in terms of environmental policy. Consuming foods that are out of season or not local can cause the institution’s carbon footprint to be significantly larger than it would be otherwise. Committing to a program that encourages the partnership with local farms and farmers will significantly cut down on the greenhouse gases produced by the institution on a yearly basis. Committing to sustainable partnerships is also a relatively easy process; it does not necessarily require special infrastructure like the transition to solar energy, and there are no immense start-up costs for the transition. Overall, the transition to sustainably produced, locally grown foods should be a relatively straightforward, inexpensive one. Universities and colleges do not, of course, have unlimited budgets to spend, and the transition might mean some experimentation with new menus and methods for preparing seasonal and local foods. However, once the program has been implemented, there are so many options for healthy and sustainable local foods that it is likely that the program would begin to be self-sufficient rather quickly (Barlett 113).
Works Cited
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Vermeir, Iris, and Wim Verbeke. "Sustainable food consumption: Exploring the consumer “attitude–behavioral intention” gap." Journal of Agricultural and Environmental ethics 19.2 (2006): 169-194. Print.
