An Independent Study

Category: The Study

Timeline

  1. January 2025
    • Getting access to land: Designing a compelling proposal and communicating with the individual in charge of negotiating lease terms with the conventional farmer.
  2. February 2025
    • Designing a syllabus: Creating a list of learning goals, selecting readings– research articles and a book, making a structure for field work.
    • Beginning the research with readings, writing memos to synthesize information and learning gains.
  3. March 2025
    • Meeting with the conventional farmer to discuss the proposed study area and reworking it to accommodate his operations.
    • Continuing the readings and memos.
  4. April 2025:
    • Taking soil samples to be analyzed at Cornell Soil Health Lab.
    • Presenting work at 3rd Annual Northeast Student Food and Farm Conference.
    • Field work: setting up deer fence, flail mowing corn debris, broadcasting cover crop seed, incorporating seed with precision depth roller.
  5. May 2025
    • Presenting research at Sustainability Community Meeting.
    • Monitoring growth of cover crop.
  6. August 2025
    • Flail mow spring cover crop.

A compelling budget proposal was key to securing funding for the technical part of this independent study. While I have an innate passion for regenerative agriculture, the people on the recieving end would only care about regenerative agriculture if I could demonstrate how this independent study contributes to my educational experience at Lafayette. I leveraged the college’s mission statement and pointed out how my study would not just benefit me, but also contribute to the college as a whole.

Regenerative Agriculture Budget Proposal: March 2025

Introduction:

My name is Olivia Simione, and I am a junior majoring in Environmental Science with a Spanish minor. I have worked on LaFarm for the past 3 years and graduated from the Apprenticeship program. My practical experience on LaFarm, in addition to my courses, has informed me about how to manage land sustainably and what it takes to do so. This project is an opportunity to put what I have learned into practice.

 

Description:

This independent study is a project that will investigate the benefits of transitioning land from a conventional agriculture model to a regenerative agriculture model by focusing on minimizing soil disturbance, maintaining vegetative soil cover, eliminating the use of synthetic agricultural chemicals, and maximizing diversity. A soil health assessment through the Cornell Soil Health Laboratory would serve as a baseline measurement of pH, Organic Matter, Nutrient profiles for P, K, Mg, Fe, Mn, Zn, Al, Ca, Cu, S, B, Soil Texture, Active Carbon, Wet Aggregate Stability, Soil Respiration, Soil Organic Carbon, Total Carbon, and Total Nitrogen. This assessment will be compared to past soil health assessments of LaFarm to evaluate the relative soil health of a land under conventional practices to land under sustainable practices. Following this initial assessment, the implementation of agricultural practices used in regenerative systems will begin. Stakes and a deer fence will be established around the perimeter of the working area to prevent animals from damaging the crops that will be grown. LaFarm’s 2-wheel tractor will be used with the Precision Depth Roller implement as a low-till method of preparing the soil for sowing cover crops. The cover crops will serve as a natural way to replenish nutrients without the use of synthetic chemicals and also serve as a vegetative cover.

 

Benefits to the College:

  • Uphold Lafayette’s Mission: “The College fosters intellectual inquiry, artistic exploration, scholarship, and personal growth in a vibrant, diverse, and inclusive community. Lafayette students become critical thinkers, creative problem-solvers, and responsible citizens of the world.”
  • Contribute to Lafayette’s Climate Action Plan: Supports two of the three main goals of the climate action plan: 1) utilize regenerative ecosystems and biodiversity, 2) zero waste and circular economics.
  • Raise Lafayette’s profile across other schools in the region: Enhances leadership in sustainability, food systems, and campus farms
  • Creates a space for more student research, sustainability projects, and food systems reform
  • Connect curricular activities of various departments to community engagement work:
    • Departments: EVST, Biology, Geology, A&S, History, Gov/Law, and more
    • Classes: Land Acts, Food Studies, Intro to the Environment, Environmental Justice, Geomorphology, and more

Estimated Budget 

Soil Health Assessment $130 + shipping
Spring Green Manure Cover Crop Seed  $86.50
Deer fence $450
Stakes  $243
Total $909.5 + shipping

 

Syllabus

EVST 390-02: Regenerative Agriculture at LaFarm

 

Learning objectives:

  • What is regenerative agriculture? What does it mean to practice regenerative agriculture?
  • What is the discourse surrounding regenerative agriculture?
  • How does regenerative agriculture differ from other sustainable agricultural practices?
  • What does it mean to regenerate land?
  • What are the Indigenous origins of regenerative practices and how may the popularized version of regenerative agriculture differ on a practical and psychological level?

 

EVST 390-02: Regenerating(?) Land

 

Week/Topic Reading/Viewing/Activity Deliverable Due
Week 1: Jan 27-31
  • Create tentative syllabus
    • Determine learning objectives
    • Select readings/viewings
    • Design deliverable schedule
  • Create budget breakdown
  • Syllabus
  • Budget
Week 2: Feb 3-7

PASA Conference 

Introduction to Regenerative Agriculture

  • Public opinions and discourse
  • PASA Highlights
  • Memo
Week 3: Feb 10-14

Introduction to Regenerative Agriculture:

  • History of sustainable agriculture narratives
  • Memo
Week 4: Feb 17-21

Introduction to Regenerative agriculture:

  • Beyond the numbers
  • Memo
Week 5: Feb 24-28

Re-group

  • No new material 
  • Re-evaluate project goals
  • Make an actionable plan for next week
  • Anti-Colonial Regenerative Agriculture at LaFarm
  • Outline of specific next steps
Week 6: Mar 3-7

Soil Testing:

  • Write-up:
  • write out testing procedure
  • put together budget proposal 
Week 7: Mar 10-14

Soil Testing:

-collect soil sample and ship to Cornell

Field Work:

  • Collect soil for assessment (4 cups needed)
  • Update budget and proposal (prices and curricular connection) → send to Advisors
  • Send updated land request to Ryan & chain
  • Conference Registration (Olivia and work)
Spring Break: Mar 17-21
Week 8: Mar 24-28:
  • Work on presentation for conference
Week 9: Mar 31-Apr 4
  • Prepare presentation for conference
  • Contact Liz Foulton about materials
  • Reconfigure syllabus for pt2
  • Review Cornell Soil Assessment
  • Email
  • Conference Presentation 
  • Attend NSFFC
  • Memo 
Week 10: Apr 7-11
  • Review Cornell Soil Assessment
  • Read excerpts from “No Meat Required”
Memo

  • Reflect on conference
Week 11: Apr 14-18
  • Read excerpts from “No Meat Required”
  • April 15: Lunch Discussion with Alicia Kennedy (12:15pm)
  • April 15: Attend Keynote Lecture by Alicia Kennedy (4:15pm)
  • Review Cornell Soil Assessment → in-depth analysis
  • Seed Saving Workshop with Judy 
Memo

  • Reading reflection
  • Analysis of soil health assessment
Week 12: Apr 21-25
  • Flail mow corn
  • Start to set up fence
  • Sow Cover Crop
  • April 23: Attend Lecture by Jeremy Johnson 
  • No memo– focus on field work
Week 13: Apr 28- May 2
  • PDR
  • Fence
  • Buy more seed
  • Sow Cover Crop
Week 14: May 5-9 Work on Portfolio 
Week 15: May 16 Complete Portfolio