The first Expedition Field Course of the fall semester is our course on Agroecology.  More than just a course about organic and agroecological farming, the course spends a lot of time exploring food systems, agricultural systems, and the relationships between farmers, fields and consumers.

A core part of the course is learning about different plants and how they fit together as an agroecological system.  This is foundational to understanding how this type of farming can be more sustainable than monocropping, with emerging research showing organics tend to be healthier (due to their natural defenses kicking in), higher yields in some cases (in terms of biomass as well as food), as well as some interesting research hinting at higher rates of carbon sequestration for organic and agroecological farming over “conventional” farms (“conventional” meaning high chemical inputs on monocrops, not “conventional” as in what humanity has done for most of history).

Each year the course adapts to current needs and work being done by our village partners and the folks at the Upland Holistic Development Project. What remains year-to-year is a great  opportunity for students to learn about plants and how they fit together in creating a healthy agroecology.  Here is what it looks like:

First, using field guides student go into the fields and forests to identify plants used in agroecosystems.

Next, plants are identified and marked down in relation to other plants and physical features of the landscape.

Healthy agroecosystems (in this case an agroforest) tend to have a LOT of plant diversity.

FInally, working off of maps and field notes, the plants are identified and systems are mapped.

We just finished our WFR Course (Wilderness First Responder).  For some of us this was a recertification, but for others the first time to be trained and certified as a WFR. The course was a lot of work, but really excellent.  We had 20 participants and 2 instructors from the Wilderness Medicine Institute of NOLS, Tyson and John.  10 days (and some nights) of lectures, hands-on practice of skills, and lots and lots of scenarios testing our knoweldge and decision making!

For those who don’t know what a WFR is, it is the sort of training that is required for NOLS and Outward Bound Instructors, rangers doing search and rescue in the wilderness, and others. We require our own instructors to be WFR trained as we work in a lot of remote locations, and medical care can be hours or days away at times. The WFR training is very comprehensive, dealing with broken bones, wounds, medical issues, illnesses, how to care for someone with a possible spine or head injury, etc. The key part that is added (and why it is “Wilderness” First Responder) is how to imporvise with limited resources, and how to care for someone over an extended period of time.  Urban EMTs and paramedics usually have their patients to a hospital in minutes, while WFRs need to be able to care for someone over the hours or days until they can reach a hospital.

Tyson and John were able to put together a curriculum that was not only packed with information, but also fun.  Skits and real-life scenarios helped bring the material to life, and helped all of us remember more.  As a teacher I really appreciated that they were able to take some rather grim topics (massive trauma, etc.), and inject it with appropriate humor and fun to make the students remember the lessons and key points.

More information is on our WFR page (including a video!).  We’re already planning a course in two more years.