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Introduction to the
Beginning Farmer Curriculum 

Overview

Beginning farmer educators and partners from across Michigan have come together to author this curriculum, rooted in participatory action learning, to offer a solid foundation for beginning farmer training programs. These curricula integrate practical how-to’s on ten farm management themes, including: 

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​The last two topics (*) offer guidance that may be more useful to the facilitators of farmer learning groups and formal farmer training programs rather than individual learners. Each of these topics were identified during a series of round tables with beginning farmers at conferences in Michigan.  The technical themes contained within these curricula can be applied to any type of farm, but the examples used throughout the curricula focus on vegetable production.

How we organized the materials

You’ll notice that each curriculum follows a standard template, but each offers various approaches for learners’ flexibility and creativity. The template was designed to include essential information on the topic as well as address questions to engage the learners in reflection and discussion

 

Each of the ten curricula are divided into modules that can be used alone, or in conjunction with other modules. The purpose of this approach is to allow a class or individual to pick and choose topic(s) that meet their needs. When the curriculum is used in its entirety (all nine topics) it can provide a sound foundation of the topic, relevant to beginning farmers. ​

Facilitator Guides & Participant Handouts

​Each beginning farmer module includes a Facilitator Guide and Participant Handouts to support effective learning and engagement. This structure ensures that facilitators are well-prepared and learners have the necessary resources for each activity.

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Facilitator Guide: The facilitator guide provides an overview of the module and each of the activities, background information to help facilitators understand the content, and step-by-step instructions for each activity, along with materials needed and preparation instructions.

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Participant Handouts: For each activity within a module, there is an associated handout designed for participants. These handouts include key terms and step-by-step instructions for the activity. They may also include additional diagrams or worksheets to supplement the activity. Participant handouts can be easily printed and distributed to facilitate the learning experience.​

Example pages from facilitator guide:

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Example pages from participant handout:

Resources for Additional Learning

​​Of course, there will be unanswered questions after completing each curriculum. Thus we invite you to check out the additional resources we have compiled that are included on our website. These resources are accessible in print versions of this curriculum by a QR code located in each module. These resources have all been reviewed and recommended for inclusion by beginning farmer educators from the project team.

​​Of course, there will be unanswered questions after completing each curriculum. Thus we invite you to check out the additional resources we have compiled that are included on our website. These resources are accessible in print versions of this curriculum by a QR code located in each module. These resources have all been reviewed and recommended for inclusion by beginning farmer educators from the project team.

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Participitory Action Learning

Hearing, seeing, sharing, discussing, and trying.

This approach includes guidance for the teacher or facilitator to guide the learners to learn, share, discuss and try as a group, as well as hands-on activities they can offer and questions to promote discussion. Which activity(ies) you use depends on the learners’ preferences and available resources. This approach not only shares information but encourages learners to share with one another and work together to gain a better understanding.​​

Teaching as a facilitator vs instructor

Following a participatory approach, the facilitator shares some background on the topic and invites the “audience” to share any related experiences., They prompt the group with open-ended questions and do not discourage responses but guide them to identify gaps and misunderstanding. It is critical to recognize that you are not there to provide all the answers but guide the group to identify best approaches and practices and help them to discover what can work for them. Invite the group to share their expertise and demonstrate their approaches. Whenever possible, a demonstration should be included. During a learning session, a facilitator can review and summarize what was discussed to reinforce the information and allow for others to comment, build on what was mentioned, and ask questions.

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Contributors

Listed in alphabetical order by first name

Module Contributers

  • Ana Heck, Michigan State University Extension

  • Ben Phillips, Michigan State University Extension

  • Ben Werling, Michigan State University Extension

  • Chris Bardenhagen, Michigan State University Extension

  • Chris Galbraith, Michigan State University Extension

  • Christina Curell, Michigan State University Extension

  • Christine Charles, Michigan State University Extension

  • Daniel Marbury, Crosshatch Center for Art and Ecology

  • Florencia Colella, Michigan State University Extension

  • Holly Stein, American Farmland Trust

  • John McCarthy, Michigan Food and Farming Systems

  • Julius Buzzard, Growing Hope

  • Kathy Sample, Argus Farm Stop

  • Katie Brandt, Michigan State University

  • Mariel Borgman, Michigan State University Extension

  • Phil Tocco, Michigan State University Extension

  • Shakara Tyler, Detroit Black Community Food Sovereignty Network

  • Vicki Morrone, Michigan State University

Videography

  • Alison Buskirk, Michigan State University Extension

  • Ananse Productions, LLC

Graphic Design

  • Alison Buskirk, Michigan State University Extension

Testing and Evaluation

  • Adam Brown, Grand Traverse Conservation District

  • Amy Buskirk, Kalamazoo Valley Community College

  • Erin Cole, Nurturing Our Seeds

  • Marah Moore, i2i Institute

  • Mary Richardson, i2i Institute

  • All the farmers and educators who provided review and participated in the pilot testing

Video Contributers

  • Aliza Ghaffari, Magnolia Avenue Farms

  • Baba Hakim, D-Town Farms

  • Baba Kefentse Chike, ADACI-Det

  • Bill Schneider, Wildtype Native Plant Nursery

  • Charlene Williams, Lil Foot’s Nature Palace Children’s Garden

  • Ebony Williams, Lil Foot’s Nature Palace Children’s Garden

  • Dazmonique Carr, Deeply Rooted Produce

  • Detra Iverson, Love N Labor Botanicals

  • Eric Kampe, We the People Opportunity Farm

  • Erin Preston Johnson (Bevel), Detroit Black Farmer Land Fund

  • Gabby Knox, The Joy Project

  • jøn kent, Sanctuary Farms

  • Josmine Evans, The Joy Project

  • Julius Buzzard, Growing Hope

  • Kaia McKenney, University of Michigan

  • Laura Brosius, Full Plate Farm

  • Lorenzo Herron, Ile Oko Farms

  • Malik Yakini, D-Town Farms

  • Mama Hanifa Adjuman, D-Town Farms

  • Mason, D-Town Farms

  • Micah Hutchison, Michigan Produce Safety

  • Montana, D-Town Farms

  • Naim Edwards, Michigan State University Extension

  • Nicole Lindsey, Detroit Hives

  • Remi Harrington, Zoo City Food and Farm Network

  • Righteous, D-Town Farms

  • Robert “Pop Pop” Tyler

  • Shakara Tyler, Detroit Black Community Food Sovereignty Network

  • Skylar Rose Giliam, Detroit Hives

  • Tephirah Rushdan, Detroit Black Farmer Land Fund

  • Tharmond Ligon, Rescue MI Nature Now

  • Trish Tinsil, The Hibiscus Honeybee Holistic Habitat Yarden

  • Timothy Jackson, Detroit Hives

  • Victoria Llorens, D-Town Farms

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This work is supported by the Beginning Farmer and Rancher Development Program grant no. 2021-70033-35833 from the USDA National Institute of Food and Agriculture. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the view of the U.S. Department of Agriculture.

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