Course Outline of Record

Item	Value
Eff Term	Fall 2026
Curriculum Committee Approval Date	02/25/2026
Top Code	130700 - Hospitality (CTE)
Units	3 Total Units (Lecture Units 2;  Lab/Other Units 1)
Hours	90 Total Hours (Lecture Hours 36; Lab Hours 54)
Total Outside of Class Hours	72
Total Student Learning Hours	162
Arranged Hours	During arranged hours, students will complete supervised applied learning activities such as fieldwork in the OCC Community Garden, Aqua/Hydroponics Lab, Compost Program, Food Recovery Kitchen, and Food Pantry; data collection and analysis of sustainability practices; research projects in collaboration with community partners; and preparation of written reflections and project reports. These activities provide experiential connections between course theory and practice in sustainable food systems.
Course Credit Status	Credit: Degree Applicable (D)
Material Fee	Yes
Basic Skills	Not Basic Skills (N)
Repeatable	No
Open Entry/Open Exit	No
Grading Policy	Standard Letter (S),  Pass/No Pass (B)
Associate Arts Local General Education (GE)	Area 4 Social and Behavioral Sciences 4B Social and Economic Institutions (OD2)
Associate Science Local General Education (GE)	Area 4 Social and Behavioral Sciences (OSD)
Global and Multicultural Requirement (OGM)	Yes

Course Description

Explores the social, economic, political, and environmental dimensions of local and global food systems through the lenses of sustainability, justice, and equity. Students apply systems thinking to analyze how food production, distribution, policy, market forces, cultural practices, and community movements shape access, sovereignty, and labor across diverse societies. Through experiential learning in Orange Coast College’s Community Garden, Hydroponics/Aquaponics Lab, Food Waste and Compost Program, Food Recovery Kitchen, and Food Pantry, students connect theory to practice by exploring how communities design sustainable and equitable solutions. Integrating the United Nations Sustainable Development Goals (SDGs), students collaborate with community partners, conduct applied research, and develop evidence-based strategies to advance social change and sustainability within complex food systems. Transfer Credit: CSU.

Course Level Student Learning Outcome(s)

1. Students will analyze local and global food systems using social science frameworks and systems thinking to explain how policies, market forces, and governance structures influence access, labor, justice, and equity.
2. Students will evaluate how cultural practices, community movements, and social values shape food sovereignty, sustainability, and justice within diverse local and global contexts.
3. Students will apply systems thinking and equity-minded leadership to design and present evidence-based, community-engaged interventions that advance sustainable and just food systems.

Course Objectives

• 1. Define and explain key concepts in sustainability, food justice, and equity within social science frameworks.
• 2. Describe how global and U.S. food systems have been shaped by industrialization, colonialism, and globalization.
• 3. Examine the role of policies, governance, and economic systems (e.g., U.S. Farm Bill, subsidies, trade agreements) in food production and distribution.
• 4. Analyze the impact of cultural practices, community movements, and social values on food sovereignty, access, and labor.
• 5. Assess the social and economic consequences of food waste, recovery, and redistribution.
• 6. Apply systems thinking to identify how food systems connect to the UN Sustainable Development Goals.
• 7. Conduct field-based projects in gardening, aquaponics, composting, or food recovery to evaluate social and environmental challenges in practice.
• 8. Interpret data and case studies to compare conventional and alternative/local food systems.
• 9. Develop and present evidence-based proposals or interventions that address inequities and sustainability challenges in food systems.
• 10. Demonstrate collaborative, equity-minded approaches to engaging with community partners and stakeholders in advancing food system solutions.

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Lecture Content

Unit 1: Foundations of Food Systems (Weeks 1–4)

Week 1 — What Is a Food System? (SDG 2, 12)

• Introduce SDGs (spotlight SDG 2 & 12); sustainability and hunger in food systems.
• Global vs. local vs. personal food systems; systems thinking.
• Course goals: sustainable food systems framework.
• Mini-lecture: how personal food habits intersect with societal outcomes (consumption, waste, equity).

Week 2 — Mapping Global & U.S. Food Systems (SDG 1, 2, 8, 10)

• SDG spotlight (1/2/8/10): inequality, labor, hunger, trade.
• History: industrialization, colonialism, globalization of food systems.
• Commodity crops, trade regimes, economic drivers; labor, logistics, and unequal distribution.
• Socio-cultural framings of food as identity and culture.

Week 3 — Power, Justice, & Policy in Food Systems (SDG 16, 17)

• SDG spotlight (16/17): governance & partnerships.
• Who controls the food system? Corporations, agencies, farmers, communities.
• Land ownership & access; Indigenous/community food sovereignty.
• Policy landscape: U.S. Farm Bill, subsidies, food safety/labeling; USDA, FDA, WTO.
• Policy process & political science frameworks.

Week 4 — Environmental Impacts of Food Systems (SDG 6, 13, 14, 15)

• SDG spotlight: water, climate, marine, land ecosystems (6/13/14/15).
• Environmental impacts: soil loss, water use, deforestation, biodiversity decline.
• Food systems & climate: GHGs, energy, feedback loops.
• Tradeoffs across the triple bottom line (people/planet/profit).

Unit 2: Health, Labor, & Innovation (Weeks 5–8)

Week 5 — Food & Public Health (SDG 2, 3)

• SDG spotlight (2/3): hunger & health.
• Public health foundations: structural determinants of health; the “Western diet.”
• Environmental exposures (pesticides, air/water) and dietary patterns.
• Health equity and food access.

Week 6 — Farming, Labor, & Technological Change (SDG 2, 7, 8, 9)

• SDG spotlight (2/7/8/9): food, energy, work, innovation.
• Industrial vs. agroecological/regenerative systems; social & economic tradeoffs.
• Labor rights, seasonal/undocumented labor, wage structures.
• Ethics & governance of GMOs/automation/AI.

Week 7 — Livestock, Ethics, & Climate (SDG 6, 12, 13, 15)

• Industrial animal agriculture (CAFOs), water/air impacts, antibiotics.
• Dietary guidelines vs. planetary boundaries.
• Alternatives & implications: grass-fed, organic, plant-based, cultivated meat, entomophagy.
• Ethics & social impacts of meat consumption.

Week 8 — Distribution, Packaging, & Energy Use (SDG 7, 9, 11, 12)

• Post-harvest systems; cold chains; labeling & consumer info; urban access.
• Distribution power: consolidation, vertical integration, major retailers.
• Food miles vs. systemic change; equity impacts.

Unit 3: Inequity, Waste, & Recovery (Weeks 9–12)

Week 9 — Midterm & Synthesis (SDG 4)

• Social-Ecological Model: multi-level drivers of food choice.
• Concepts: food insecurity, deserts vs. apartheid; marketing & health equity.
• Overview of public programs: SNAP/WIC; policy levers.

Week 10 — Access, Race, & Place (SDG 1, 10, 11)

• Urban planning, zoning, transit, and racialized geographies of access.
• Community Food Security; charity vs. sovereignty & community-led models.
• Co-ops, CSAs, hubs: policy and design considerations.

Week 11 — Community Food Solutions (SDG 2, 11, 17)

• Grassroots & cooperative economies; mutual aid; pantries; farmers markets.
• Community gardens, rooftops, hydroponics; sovereignty vs. charity.
• Case studies: La Vía Campesina; Indigenous systems; planning & zoning fixes.

Week 12 — Food Waste & Resource Loss (SDG 7, 12, 13)

• Waste across supply chain; environmental/economic/social costs.
• Behavior & myths (labels: “best by” vs. “use by”); policy options.

Unit 4: Systems Change, Policy, & Capstone (Weeks 13–16)

Week 13 — Food Recovery Systems (SDG 2, 3, 12)

• EPA food recovery hierarchy; legal/logistics (donation, gleaning, liability).
• Program models: Recovery Kitchen, FRN; hunger & surplus.

Week 14 — Food Policy for a Just Transition (SDG 12, 13, 16)

• Local/state/federal/international frameworks (e.g., SB 1383; Farm to Food Bank Credit; EU Farm to Fork; SDGs).
• Barriers/drivers: markets vs. policy vs. culture.
• Institutional theory & policy diffusion.

Week 15 — Cultural Shifts & Youth Leadership (SDG 4, 5, 11)

• Culture, identity, gender, and education in system change.
• Indigenous knowledge, youth leadership, and social movements.
• Food literacy and behavior change strategies.

Week 16 — Capstone Showcase & Reflection (SDG 4, 12, 17)

• Synthesis of term content; advocacy & action pathways.
• Personal and societal roles in advancing sustainable food systems.

Lab Content

Unit 1: Foundations of Food Systems (Weeks 1–4)

Week 1 — What Is a Food System? (SDG 2, 12)

• Icebreaker: Parlour of Food Futures – Food Tarot linking futures to SDGs.
• Personal food-mapping & small-group dialogue (“What food means to me”) tied to global issues.
• Sustainable Practices Audit (SDG 12; ACF alignment).
• SDG Tracker: begin documenting how SDG 2 & 12 relate to personal life and community.

Week 2 — Mapping Global & U.S. Food Systems (SDG 1, 2, 8, 10)

• Map-comparison workshop: flows from labor to processing to consumption.
• Trade-route case studies; “Who benefits?” structured discussion.
• Worksheet: Which SDG aligns with your food values?
• SDG Tracker: select one SDG for the term; note early global trends.
• Quick checks: 5-item quiz (Weeks 1–2); Food Miles & Energy Efficiency quiz (SDG 12; ACF alignment).

Week 3 — Power, Justice, & Policy in Food Systems (SDG 16, 17)

• Policy jigsaw & lobbying simulation (stakeholders, coalitions, SDG 17).
• Guest speaker/case (e.g., SNAP/WIC or lobbying influence).
• Assignment: Food System Legislation Paper, policy proposal + stakeholder analysis (align SDG 16/17).
• SDG Tracker: identify institutions shaping your chosen SDG.

Week 4 — Environmental Impacts of Food Systems (SDG 6, 13, 14, 15)

• Meal lifecycle impact assessment: footprint calculation linked to SDG 13 & 15.
• Short reflection: “Hidden ecological costs of our meals” (with Heller quote analysis).
• SDG Tracker: record environmental impacts associated with your SDG.

Unit 2: Health, Labor, & Innovation (Weeks 5–8)

Week 5 — Food & Public Health (SDG 2, 3)

• Case study lab: ZIP-code disparities, overlay health outcomes, stores, transit, zoning.
• Human Health quiz (quick check).
• Menu Mapping for Environmental Impact (SDG 3; ACF alignment).
• SDG Tracker: log diet–disease links in your SDG.

Week 6 — Farming, Labor, & Technological Change (SDG 2, 7, 8, 9)

• Debate: high-tech vs. low-tech solutions (evidence pro/con).
• Supply-chain case (corn/coffee/bananas); crop-system design challenge (equity & resilience).
• Opinion Paper 1 (SDG tradeoffs in ag tech).
• Seasonality vs. Availability visual timeline (SDG 2, 8; ACF).
• SDG Tracker: connect labor/tech to your SDG.

Week 7 — Livestock, Ethics, & Climate (SDG 6, 12, 13, 15)

• Documentary analysis with timestamped response worksheet (SDG 6/12/15).
• Guided discussion: “Is meat sustainable? Is eating meat ethical?” (structured claims/evidence).
• Assignment: Response Paper (ethical/environmental analysis).
• SDG Tracker: log ethical concerns linked to your SDG.

Week 8 — Distribution, Packaging, & Energy Use (SDG 7, 9, 11, 12)

• Packaging audit & label deconstruction (SDG 12).
• Opinion Paper 2: food miles & urban infrastructure (SDG 7/11).
• Sustainability Touchpoints in Operations (ACF alignment).
• Midterm review activities.
• SDG Tracker: infrastructure/innovation notes for your SDG.

Unit 3: Inequity, Waste, & Recovery (Weeks 9–12)

Week 9 — Midterm & Synthesis (SDG 4)

• Group presentations: Food lifecycle (SDG 4).
• Midterm (on-campus).
• Reflection: “Your role in shaping sustainable food.”
• SDG Tracker: midpoint synthesis.

Week 10 — Access, Race, & Place (SDG 1, 10, 11)

• Virtual mapping / photo-essay of local food environment (SDG 1/10).
• Worksheet: Socioecological Model Analysis (4-item).
• Sustainable Cost Control Case (SDG 11; ACF).
• Guest speaker / virtual org tour (food justice).
• SDG Tracker: structural inequality connections.

Week 11 — Community Food Solutions (SDG 2, 11, 17)

• Field trip: Local farm or urban garden.
• Community food-resource mapping; planning brainstorm.
• Dual deliverables:

1.Paper: “Why do so many go hungry in a world of plenty?”

2.Brochure: community food security solution (SDG 2/11/17).

• SDG Tracker: record partnership models.

Week 12 — Food Waste & Resource Loss (SDG 7, 12, 13)

• Waste hierarchy lab; menu-planning for minimal waste; food diary/waste audit (SDG 12).
• Assignment: 1-week Food Waste Log + reflection.
• SDG Tracker: connect waste reduction to your SDG.
• Short readings/tools (e.g., Pact/Forecast/Tracker) applied in discussion.

Unit 4: Systems Change, Policy, & Capstone (Weeks 13–16)

Week 13 — Food Recovery Systems (SDG 2, 3, 12)

• Plan a rescue meal or gleaning strategy with community partner.
• Project: Community Fridge & FRN launch plan (SDG 2/12).
• Debate: Truth in Menu Laws (transparency, locavore context; SDG 12; ACF).
• SDG Tracker: recovery solutions logged.

Week 14 — Food Policy for a Just Transition (SDG 12, 13, 16)

• Policy pitch simulation or infographic comparison (SDG 16).
• Pre-capstone group policy infographic.
• SDG Tracker: cross-level policy models noted.

Week 15 — Cultural Shifts & Youth Leadership (SDG 4, 5, 11)

• Workshop: Designing a Community Food Initiative.
• Student-led sessions: “What does food justice look like here?”
• Mini-design challenge (SDG 4/11).
• SDG Tracker: leadership/culture entries.

Week 16 — Capstone Showcase & Reflection (SDG 4, 12, 17)

• Capstone Showcase: poster/video/podcast/paper (must align to chosen SDG; includes community or research component).
• Final reflection: learning, values, intended change.
• SDG Tracker: final submission with curated evidence.
• Final Exam

Method(s) of Instruction

• Lecture (02)
• Lab (04)

Instructional Techniques

Lecture: Instructor-led presentations, case study discussions, policy and cultural analysis, guided critical thinking exercises. Lab/Fieldwork/Applied Content: Community-based experiential projects (e.g., garden/compost activities, food recovery kitchen/pantry, mapping, simulations) where students apply social science frameworks in practice.

Reading Assignments

Students will spend a minimum of 1 hour per week reading assigned text and materials.

Writing Assignments

Students will spend a minimum of 2.5 hours per week on the following written assignments: Knowledge Checks Applied Assignments: Online quizzes and short applied assignments reinforcing key concepts and systems thinking. Lab Journals Reflections: Weekly written reflections connecting applied fieldwork to lecture content, theory, and SDGs. SDG Tracker/Systems Journal: Weekly journal documenting connections between course content, UN SDGs, and personal/system-level analysis. Capstone Project: Final group project: Sustainable Food Systems Proposal and presentation. Students design an evidence-based intervention addressing a real-world food system challenge, integrating research, policy, and SDGs.

Out-of-class Assignments

A minimum of 1 hour per week will be spent on assigned take-home project and lab reports.

Study Non-Contact Hours Recommended

72

Methods of Student Evaluation

• Midterm Exam
• Final Exam
• Short Quizzes
• Written Assignments
• Essay Examinations
• Report
• Projects (Individual/Group)
• Problem Solving Exercises
• Oral Presentations
• Skills Demonstration

Demonstration of Critical Thinking

Demonstrate Critical Thinking: policy analysis, systems thinking, cultural/equity evaluation. Students demonstrate critical thinking by analyzing how social, political, and economic institutions shape food systems, applying systems thinking to evaluate complex interconnections among sustainability, justice, equity, and policy. Example include: 1. Student debate on the ethics of meat consumption, critique the impacts of the U.S. Farm Bill, and compare conventional versus alternative food systems using evidence from scholarly and community-based sources. 2. Fieldwork assignments (e.g., mapping food access, food recovery planning, waste audits) require students to connect lived experience and community data with social science theory. 3. Capstone projects ask students to design evidence-based proposals that integrate diverse perspectives, policy analysis, and cultural context to advance sustainable and just food systems.

Required Writing, Problem Solving, Skills Demonstration

Required Writing: reflections, journals, research, capstone paper. 1. Weekly lab journal reflections connecting fieldwork (garden, compost, food recovery) to social science concepts. 2. An SDG Tracker / Systems Journal documenting ongoing analysis of food systems in relation to the UN Sustainable Development Goals. 3. Policy analysis papers (e.g., legislation proposal and stakeholder analysis). 4. Response papers to documentaries or case studies, emphasizing argumentation with evidence. 5. Capstone project report (individual or group) presenting an evidence-based intervention for a real-world food system challenge, supported by research, policy frameworks, and community context. Problem Solving: applied fieldwork, mapping, recovery planning, teamwork. Students demonstrate problem-solving and applied skills by participating in structured fieldwork and collaborative projects. In the Community Garden, Hydro/Aquaponics Lab, Compost Program, Food Recovery Kitchen, and Food Pantry, students engage in hands-on activities such as designing sustainable menus, conducting waste audits, planning recovery strategies, and mapping community food resources. Skills Demonstration: applied fieldwork, mapping, recovery planning, teamwork. Skills demonstrations include teamwork, applied research methods (data collection, analysis, presentation), and communication of solutions to peers and community partners. The Capstone Project requires students to synthesize social science analysis and fieldwork experience to design and present an intervention that addresses food system inequities and sustainability challenges.

Resources Subscreen

• Manual: Yates, Alexandra . Sustainable Food Systems Student Toolkit. None (2025).
• Open Education Resource: Heather Karsten & Steven Vanek. Food and the Future Environment. (2025).
• Open Education Resource: Robert Biel. Sustainable Food Systems . (2025).
• Open Education Resource: Mariani, E. eLearning: Designing sustainable food systems. (2018, July 03).
• Open Education Resource: Campbell, B., Thornton, P., Loboguerrero, A. M., Dinesh, D., & Nowak, A. . Transforming Food Systems under Climate Change Through Innovation (E-book) . (2023).
• Open Education Resource: Barrett, C. B., Benton, T., Fanzo, J., Herrero, M., Nelson, R. J., Bageant, E., Buckler, E., Cooper, K., Culotta, I., Fan, S., Gandhi, R., James, S., Kahn, M., Lawson-Lartego, L., Liu, J., Marshall, Q., Mason-D’Croz, D., Mathys, A., Mathys, C., … Wood, S. (. Socio-Technical Innovation Bundles for Agri-Food Systems Transformation. (2022).
• Open Education Resource: Ayoub Al-Jawaldeh and Alexa L. Meyer. Reshaping Food Systems to Improve Nutrition and Health in the Eastern Mediterranean Region. (2023).

Eligible Discipline(s)

• Agricultural business and related services (inspection, pest control, food processing/meat cutting): Any bachelor’s degree and two years of professional experience, or any associate degree and six years of professional experience.
• Culinary arts/food technology (food service, meat cutting, baking, waiter/waitressing, bartending): Any bachelor’s degree and two years of professional experience, or any associate degree and six years of professional experience.
• Nutritional science/dietetics: Master’s degree in nutrition, dietetics, or dietetics and food administration OR bachelor’s degree in any of the above AND master’s degree in chemistry, public health, or family and consumer studies/home economics OR the equivalent. (Note: A bachelor’s degree in nutrition, dietetics, or dietetics and food administration, and certification as a registered dietician, is an alternative qualification for this discipline.) Master's degree required. Title 5, section 53410.1
• Restaurant management: Any bachelor’s degree and two years of professional experience, or any associate degree and six years of professional experience.