ProgramEvaluationofGrowingPower’sCommercialUrban

Agriculture(CUA)ProgramFinalHWPPReport

4/12/2016

This project is funded wholly by the Healthier Wisconsin Partnership Program, a component of the Advancing a Healthier Wisconsin Endowment at the Medical College of Wisconsin.

Report authored by Mary Pat Carlson (UW Extension) & Ariel Kaufman (UW Madison)

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Community outreach from IUAN/HWPP community staff partners at Growing Power: CEO, Farmer, Founder Will Allen & Growing Power Chicago Director Erika Allen

Research support and project direction from IUAN/HWPP academic partners: Bonnie Halvorsen, MA, Michele Leininger, Zeno Franco, PhD, and Elise Mosley-Johnson.

We would like to thank the many Growing Power staff, participants, and IUAN partners who guided, informed and supported this project in many ways.

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Executive Summary

Growing Power Commercial Urban Agriculture (CUA) graduates from years 2012 through 2015 were contacted, and 14% were interviewed. The report includes visuals, bullet point lists, and narrative summary of their responses, recommendations, and appendixes with consent form, interview tool, and blank coding template.

The CUA interview questions focused on the development, success, and sustainability of CUA projects post-graduation (see appendix for survey questionnaire). More specifically, questions asked with regards to their projects:

• Community Issues • Mission & Goals • Groups served & Partner organizations • Products & Services offered • Challenges & Successes • Learning outcomes & Capacity gains • Future training & Resource needs

In summary, results showed most respondents had initiated a project. This evaluation found that CUA projects had health, social, economic, and educational results. CUA projects were challenged and facilitated by several factors. CUA participants explained past learning and areas for future growth.

Introduction

Growing Power’s Commercial Urban Agriculture Training Program is designed to help emerging urban and small scale farming businesses with classroom-based learning and hands-on skills to support the development of commercial profitably in the city. The course is a series of five weekend seminars over five months at Growing Power’s national training facilities in Milwaukee, Wisconsin. During this time, attendees concentrate on skill building focused on the participant’s individual urban agriculture business plan, with the goal of a fully developed plan and presentation at the conclusion of the program. One-on-one advising and work between sessions is available for those individuals serious and ready to contribute to the food system in their communities as members of the farming and local food movement.

The value of this research for the CUA program is to inform Growing Power’s recruitment, programming, and follow-up options for CUA graduates. The draft report was shared with Growing Power in February in advance of CUA 2016 training cycle. Growing Power plans to use the interview tool as a regular part of their evaluation.

Data and recommendations resulting from the analysis of information collected from the CUA Graduate interview are initially intended to inform Growing Power Commercial Urban Agriculture program planners, staff, and directors. Program recruitment, operational management, program development, and graduate selection/follow-up may benefit from a review

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of the data collected. Secondary implications and applications may be beneficial for CUA participants, other commercial urban agriculture programs, and those planning, facilitating, and/or conducting similar programs. Growing Power plans to feature and promote CUA success stories and lessons learned on the organization’s website, allowing networking and connectivity between graduates and the general public interested in connecting with local resources.

This CUA evaluation occurred in Year 2 of the Healthy Wisconsin Partnership Program. Year 2 partners included Will Allen, Erika Allen, Martin Bailkey, Laurell Sims, and Tammy Enevold from Growing Power, and academic partners Bonnie Halvorsen (UW Milwaukee), Mary Pat Carlson (UW Extension), Michele Leininger (Medical Colleges of Wisconsin), Ariel Kaufman (UW Madison)1, and Zeno Franco (Medical Colleges of Wisconsin). There were CUA Scholarships funded by the HWPP grant given to five participants over two years 2014 and 2015.

Community and academic partners from the Healthy Wisconsin Partnerships Program wanted to learn how CUA commercial urban agriculture entrepreneurs were able to influence a healthy food system. The Growing Power CUA program is designed to move yearly cohorts through a five month process to develop their community-based projects. Growing Power’s program is designed to help diverse entrepreneurs all over the country in their efforts to create a healthy food system. The purpose for doing this research is to evaluate what helps and hinders this group of participants. Insights into the CUA program can help shift efforts and further food system improvements.

Program Evaluation

In summary, CUA program evaluation involved phone interviews and qualitative analysis with two evaluators discussing findings. Draft report was shared with community partner Growing Power staff and two other academics on the research team. Good research practices were followed.2 An introductory email and attached consent form, that explained Growing Power’s relationship with HWPP, was sent to 33 CUA graduates in the first group of contacts (See Appendixes A & B).

There were total of 84 CUA graduates from 2012 through 2015. Of the 84 graduates, 33 were identified to be interviewed for this report. Growing Power provided contact information for the selected CUA graduates.

The 33 selected CUA graduates represent 39% of the total CUA graduates from 2012, 2013, 2014, 2015. An introductory email was sent to all 33 selected CUA graduates. Of the 33 contacted, fourteen responded to the initial email and indicated an interest in participating in the 1 Additionally, Ariel Kaufman was a board member of Growing Power, and starting in June 2015 began serving as- the President of the Growing Power board.

2 IRB on-line training was done by Mary Pat Carlson (Academic Associate from UW Extension), and Ariel Kaufman (Academic Associate from UW Madison) to recertify them so they both had IRB approval to conduct research for the project through the Medical Colleges of Wisconsin. Research design, consent form, and survey/interview tool was submitted for Phase 1 and revised and resubmitted for Phase 2.

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survey. This was a 42% response rate to the initial request to participate. A second email was sent to those who did not respond to the initial email. There were no responses to the second email. Of the 14 who responded with an interest in participating in the interview, 12 followed through with the interview and two did not participate. The twelve CUA graduates who participated in the survey interview represent 14% of the total CUA participants of all the graduates from 2012, 2013, 2014, and 2015. (See Diagrams 1 and 2 below)

Participants from 2012, 2013, 2014, and 2015 were interviewed. Ten projects began and are continuing one to four years after graduating from the CUA program. An additional project started and stopped, and another graduate never started a project but rather transferred skills to an existing program.

The CUA interview questions focused on the development, success, and sustainability CUA projects post-graduation (see appendix D for survey questionnaire). More specifically questions asked with regards to their projects:

• Community Issues • Mission & Goals • Groups served & Partner organizations • Products & Services offered • Challenges & Successes • Learning outcomes & Capacity gains • Future Training & Resource needs

61%

25%

14%

Diagram1:CUATotalGraduates(2012-2015)Notcontacted,notinterviewed Contactedonly,notinterviewed Interviewed

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Phone interviews & Coding was conducted from December 2015 to January 2016. All identifying information was eliminated from the interview transcript, and assigning a numeric transcript code helped to ensure confidentiality. Independent coding was done on the first interview, and then two researchers compared coding results and adjusted for consistency. Then, independent coding continued on the next eight interviews while the last 3 interviews were conducted and coded following defined coded method. The interview questions are provided in Appendix D. Coding was carried out by two researchers, and is grounded in participant comments. Themes emerged across questions and interviewees, and described in this report. A coding spreadsheet was developed as a tool in analysis and quotes were selected to show meaning (see Appendix C for coding template).

Results & Themes

Seven themes were noted in the interview responses: 1) Project Goals an Desired Community Impacts, 2) Project Partners, Services, and Products, 3) Project Challenges, 4) Success Factors & Factors Facilitating Success, 5) CUA Program’s Value Impact, 6) CUA Learning Outcomes, and 7) Future Training & Resource Needs.

2012 2013 2014 2015Total 41 17 9 17 84

Interviewed 3 3 2 4

0

10

20

30

40

50

60

70

80

90To

talCUAGradu

ates(2

012-2015)

Diagram2:PercentofCUAGraduates/YearInterviewed,2012-2015

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Theme 1: Project Goals & Desired Community Impacts3

Project mission and goals were designed to address health disparities and social injustice in their communities. Ten out of eleven projects had additional educational goals, which coupled with the first three desired community impacts (see Diagram 3 below).

Diagram3:DesiredCommunityImpacts

CUA graduates interviewed talked about health issues and social injustice. Health issues related to public health and community wellness. Public health issues mentioned were hunger, malnutrition, diabetes, cancer, and obesity. Community health inequities discussed were a lack of access to healthy food, poor nutrition, crime, and environmental conditions, such as poor soil and harsh weather conditions.

"Lack of access to quality, healthy, fresh food. Addressing the issue of community being a food dessert."

“Lack of healthy food in my community.” 3 Results were gleaned from Questions 3a, 3b Project Mission and goals (what they wanted to do), 3f & 3g are social injustice, racism & impact on the community 3c health issues, Q4 measure successes (1 answer)

GrowHealthyFood&Soil• Growhealthy&Sustainablefood• Protect&Presevenaturalresources• Qualitysoil,Compost• Quality,healthyfood• Healthyfoodmodels• In-homegardens

ReducePoverty• Createjobs• Increasebusinessesinurbanagricullture• Increaseself-sufSiciency• Reducecrime• Changelives,growitforward• Providestartupresources• Improveeconomy• Reducepovertyinlowincomeareas

ImproveCommunityWellness• Increaseaccesstohealthyfoodinlowincomecommunities• Distribution• Affordability• Nutrition,Malnutrition,Hunger• Obesity,Diabetes,Cancer• Safe&securecommuity,lowercrimerate• Hope• Buildsocialcapital,connectedtopeople

ExpandEducationalOpportunities• Teach&modelurbanagriculture• Teachallages• Experientiallearning• Gainleadershipskills&buildpersonalandcollectivecapacities• Jobskills• Training&Technicalassistance

DesiredCommunityImpacts

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Social and economic injustices affected low-income communities: a lack of resources, poverty, vacant land, lack of jobs, for instance.

“There are serious cultural issues between the different ethnic groups in our community. Community is very conservative.”

“Other areas of the city have higher level of resources and educational support. There is a lack of opportunity for jobs, access to resources, and limited opportunity for educational experiences that build social capacity in all age groups; from young to old.”

Poor environmental conditions meant the need for nutrient rich compost for nutrient rich foods.

"We are helping to alleviate local civic, social, and environmental challenges by revitalizing and repurposing vacant and unused urban properties….planting gardens of hope.”

Theme 2: Project Partners, Services, and Products

The CUA graduate responses regarding project partners, services, and products reflected a focus on targeting real community needs.

Diagram4.Theme2:ProjectPartners,Services,andProducts4

The primary emphasis was on developing projects that would help build stronger, safer, and healthier communities using locally grown, healthy, nutritious foods as the leveraging agent to 4 Results from Q3e (groups engaged with), Q3d

Partners

• Community:Families,Youth,Generalpublic,Diverseeconomicclasses• Community:youthorganizations,Churches,nonproSits,YWCA,communityfoodgroups• Government:ofSicials,city&countyprograms,internationalsupporters,Americorpprogram• Agency:Schools,library,prisonprogram• Educational:Extension,Universityteams,Culinaryprogram• Peers:CUAparticipants

Services

• EducationalServices:• Cross-organizationalpartnerships,• Hands-onactivities• UrbanAgricultureActivities:• Compostingworkshops• Planting,gardening,&harvesting• Gardentours• Learningskillbuilding• Providebasicresources(seeds&smallequipment)• In-homefarminglessons• Fooddonationtolocalpantries

Products

• Freshproduce,vegetables,fruit• Freshgreens,microgreens,sprouts,Saladgreens,shoots,leafygreens,kales,andothergreens.• Floraculture,emphasisonsunSlowersforfoodandcutting.• FreshSish,aquaculture• Eggs• Flowerssoldfromgarden&atlocalmarkets.• Compost• Future:restorativenativeplantsspeciSictoourcommunityandsurroundingregion.

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accomplish this. Beyond the production of these foods, the projects incorporated educational programming, and community building activities for all ages. Deliberate partnerships were developed with community members, youth organizations, other supporting agencies, and educational institutions with the intention of creating a strong network of support built on trustful relationships. (See Diagram 4 above.)

Theme 3: Project Challenges5

Project challenges affected their capacity to start, sustain or develop CUA projects. Diagram 5, below, shows examples of the types of challenges encountered.

Diagram5.Theme3:ProjectChallenges

Economic Farming Administrative Community&OtherFeww/financialsolvency Climate,Terribleweather Timemanagement Address“doom&gloom

attitudeinthecommunity”

LackmoneyLackfundingLackfundsfortraining

Regularwinterweatherlimitsgrowingoutdoors

Notenoughstaff Negativepoliticalatmosphere,localscrutinyaffectspermitprocess,funding,accesstoresources

Hardtosellproduct Lackindoorgardens Lacktimefortraining Negativeperceptions,stereotypesaboutplace

NotpaywagesNotpayselfNotpaylivingwage

Challengetomanagefarmingexpansions

DistancetoGPtraining Racismfromaveryconservative(white)community.

Balancedebt/equityratio Challengetosecureandselectfarminglocationforgrowingandaccessibility

Culturalclashesbetweenvariousethnicgroups.

Lackedfinancialplanningandfundraisingskills

Crime,lackofsafety

Budgeting(e.g.notknowingallcosts)

Personalchallenges

Pricing:balanceaffordability&profit

Learningapplication“Steeplearningcurve”

Participant discussed how hard it was to make their project economically viable. Eight out of eleven projects were not fiscally solvent.

“Challenges continue and will continue to be finding the right people to help with the project, balancing debt/equity ratio…”

“Making enough money to keep the project going was difficult.”

“Biggest challenge was money.”

5 Questions 2b, 2d, 5 (financial solvency, 6, 7, 8 (move forward may describe challenge), 10, 11

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“Financing has been a challenge.”

“We had some start-up funding. That helped but it takes a lot more money than I had planned for.”

Time management and administration was challenging for CUA graduates. One graduate said,

“There was the initial challenge of transitioning from the learning environment to the actual application level. I felt like I was prepared, but there are a lot of details to handle all at the same time when getting started. This was a steep learning curve.”

Theme 4: Successes, Facilitated Project Development6

Participants talked about what helped them succeed. What facilitated project development?

“It was a combination of things. My previous experience as a grower and working with community groups, adequate money to start, access to garden space in the community I wanted to work in and connections to what I call ‘social’ capital including the connections to people in the neighborhood and the community in general.”

Participants benefitted from Growing Power training, from technical support & development, and from funding.

“GP model was a pivotal influence [in deciding to run the program].”

Participants benefitted from their own research, their previous experience as growers, education, in non-profits, strong determination, entrepreneurial personality, and a desire to help others. One example of a motivating force was,

“The desire to address food issues in communities…”

Participants benefitted from support networks, which included Growing Power staff, CUA participants, and others. Helpful processes also included program management, project planning, like having a solid business plan, business and sufficient time for the project. Those that had good start-up funding -- grants, personal savings, and donations – had more time to devote to other challenges and program development. They could afford staff and equipment.

Participants also talked about successes their projects produced in terms of benefits to their communities.

66 Results to questions, Q2b, Q2c.

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“Our project serves as a model of what can be done…at least that is what I would like it to do. It shows that we can impact the quality of the food we eat.”

“Not only does our project have direct and immediate quality of life impacts, but it has been successful in serving as a model for others and as a partners for others to work with.”

“Before the project started there were significant issues of crime. That has improved a great deal since the gardens were started.”

The next three themes relate to learning goals and outcomes. Results showed that CUA graduates found the program invaluable (Theme 5), highlighted specific learning outcomes (Theme 6), and provided feedback on learning needs to help them “move forward” with their projects (Theme 7). Because we were evaluating the Growing Power CUA program, emphasis was on how Growing Power did and could help, and not on every political aspect of the challenges graduates faced.

Theme 5: CUA Program Invaluable7

One participant indicated that “the CUA program is a very good program.’ Growing Power is doing a “great job” and “Growing Power changed our lives,” CUA graduates shared. People loved the process. Some said hands-on activities were the best. There was widespread agreement that Growing Power support system and staff were invaluable: “feedback on our plans and networking with other CUA participants” were also factors impacting success.

“The connections with Will, Erika, Martin, along with the rest of the staff was empowering.”

“The time with Will and his people was so very valuable. They are our role models, the Growing Power support system and staff.”

“The connection to a larger community of growers including other CUA graduates….”

“…packed with practical/valuable experiences and provided a high level of application.”

Advice to Growing Power & CUA participants,

"Don’t cut anything out of the [CUA] program. Be sure those attending are ready to really work and take it seriously. Be prepared to work on a plan that you can really work on achieving when you leave. I could have used more information of time management, operational skills, and money skills."

7 Responses from questions 9 and 10 informed these responses.

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Theme 6: Learning Outcomes from CUA Program8

Looking back, they learned how ill-prepared they were to manage a business, and knowing what they needed to learn about urban agriculture production. Students were exposed to new context in hands-on activities and workshop learning activities. The course was designed over months with the idea that participants would return to their communities and begin implementing their projects, and learn by doing. Clearly, CUAs saw the benefit of learning in their contexts, but many wanted further follow up. It is unclear, whether this was due to unforeseen issues arising over a longer time period, the need for more continued support, or whether CUAs needed to complete “home” work assignments. Below are a few highlights:

“…a new found knowledge of potentials of commercial urban agriculture.”

“Seeing how variety of systems work including hoop houses, aquaponics, composting, mushrooms -- seeing what works and what doesn’t work was helpful.”

“Start out small and make sure you can manage what you are doing.”

“The course content [with] greatest impact on our current success is learning how to build the soil and grow micro greens and shoots….they pay our bills and allow us to focus on the educational components of our project.”

Theme 7: Future Training & Resource needs9

CUA graduates gave recommendations for the CUA program. Survey responses post-graduation reflected the following recommendations, which related to potential program development for the existing CUA program, and additional Growing Power support, training, or services. See Diagram 6 for detailed examples. There was no reference to recruitment or enrollment practices for the CUA program. More detailed recommendations are listed in Diagram 6 below.

8 Results from Q9, Q10. 9 Responses to questions 10, 11, 12.

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Limitations

To highlight a few limitations of this research, the CUA class size was widely varied, geographical locations were diverse, and there was a lack of historical relationship between the interviewer and CUA graduates.

Class size varied from 9 to 41 students, and yet 2-4 participants were interviewed each of the 4 years with very different class sizes. If we had contacted all 84 graduates, likely our response rate would have been greatly improved. We had a 42% response rate of those contacted. Contact

Diagram6.Recommendations

Expandtoa2-phaseprogram• 2PhaseProgram:1)initialtraining&beginimplementingCUAproject,and2)moreformal/informaltrainingwithGrowingPowerstaffasCUAscontinuetodevelopprojects.“Dedicateastaffpersontoworkone-on-onewithgraduates."

Learningapproaches• Variousapproaches,includescontinuingtoprovide"hands-onexperience",adaptivelearning(teachhowtoadaptprojectsasthingsfail),visitworkingexamples(e.g.openSieldproduction,hoophouses),andofferon-linelearning(e.g.webinarsingrowingmethods,trendingpractices,stafSingpractices,workingwithvolunteers,&recordkeeping).

Developcontent• Moretimeonbusinessoperations,budgeting,marketing,andpricing,suchas“examplesorformsfordevelopingthebudgetspeciSictomyprojectandhelpwithpricing."Incorporateadditionaltimeonpackagingoptions,pricing,anddistribution.Incorporateadditionaltimeandworksheetmodelsintotheprogram,includingworksheetsandtemplatesonbudgeting,fundraising,timemanagement,operationalmanagement.&recordkeeping.• TeachaboutprojectmanagementinallU.S.climates.• DevotemoretimetoCUAcontentareas:beekeeping,hoophouses.

Operations• Developmanagement,andSinanceskills(e.g.operational&staffmanagement,timemanagement,volunteerrecruitment,fundraising).• Additionalprofessionaldevelopmentneeded,on-lineformatswouldbeneSitthoselimitedbytimeandfundstotraveltotrain.

Networks• Manyhavenoformalagriculturalnetwork.Manyparticipateininformalnetworks,andattendworkshopsandconferencestostayconnected.Informalnetworks,alsoincludesconnectionswithCUAgraduates.• Desirefornewnetworking:stayconnectedaftergraduation(e.g.on-linenewsletter,webinars,socialmedia,Facebook,teleconferencing)andbuildinformalsocialnetworkingtimeintoconferenceswithaCUAhospitalityroom.

FeatureonGrowingPowerwebsite• WhilethosewhoareestablishedhadinterestinbeingfeaturedontheGrowingPowerwebsite,thoseearlyintheirprojectswerenotcurrrentlyinterested.• SeveralintervieweesreSlectedonthepositiveimpactGPhashadontheircommunitiesandfeltthiswasawaytohelppromotetheGPmodelandCUAprogram.

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information for CUA graduates was based on information provided by Growing Power. Not all contact information was current limiting the response rate.

Limitations of working with teams all over the country, limited the ability to do direct observation, enabling us to confirm self-reporting data. Interviewer had to build a level of trust with participants so they felt comfortable sharing. As the interview progressed, some trust was built making them feel more comfortable to share their experiences and ideas. Researchers were limited to findings in the interviews. As Growing Power staff use this interview tool in the future, relationships with CUA graduates will add historical reference to the interview results.

Conclusions

This evaluation found that their CUA project goals were designed to address health disparities and social injustice in their communities. Ten projects also had educational goals, which coupled well with health and social justice goals. Survey results showed a strong connection between partners, projects, and services to residents of their communities. Educational services were provided by most, with most focusing on youth and school-aged programming and several providing cross-generational opportunities. Formal and informal services were offered, aiming at providing healthy food options and creating healthy communities.

CUA projects were challenged and facilitated by several factors. Challenges affected most of the CUA projects. Their ability to start, sustain, and grow programs was challenged. All projects identified economic and funding challenges. Other challenges were environmental, social, and political. CUA projects were facilitated by several factors. Many factors helped projects succeed, ranging from CUA participants’ prior experience and training to Growing Power’s professional, diverse training during and after the CUA program. All indicated that one of the most empowering aspects was the direct relationship and on-going support from Will and Erika Allen and the Growing Power team.

CUA participants explained past learning and areas for future growth. Reflecting on their learning, CUA graduates identified positive and potential outcomes. They explained the positive impact that hands-on CUA experiences provided. Exposure to diverse growing methods and the emphasis on “building healthy soil” were aspects of learning that impacted the CUA interview participants. They also indicted that an on-going desire for continued connections with the Growing Power program, staff, and other CUA participants. Several were limited in their ability to participate in additional workshops, training sessions, and conferences due to time limitations, and/or limited funding. Overall, most would like to stay connected via distance learning, social networking, newsletters, etc. And many would be interested in on-going involvement and being featured on the Growing Power website, which would benefit both their project and help to showcase Growing Power.

Results showed most respondents had initiated a project. Participants were glad to have participated in the CUA program and saw their participation in the CUA program as potentially beneficial to Growing Power. They agreed to share and have their experiences help others. To insure confidentially and to encourage connections with Growing Power, we recommend that

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Growing Power contact all 33 to ask about having their projects featured. It would be important for Growing Power to determine its capacity for follow-up and best practices before beginning new post-graduation programming. Growing Power can also adapt the interview tools for continued long term evaluation of future classes of CUA graduates.

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Appendix A: Email Introduction

The following email letter was sent to potential survey participants identified by Growing Power staff from their commercial urban agriculture program.

Date:Dear(NameofGrowingPowerCUAGraduate), GrowingPowerCUAtrainersErikaAllenandMartinBailkeysharedyournameasaGrowingPowerCommercialUrbanAgriculturegraduate.MynameisMaryPatCarlson,apartnerwithGrowingPowerintheInstitutesforUrbanAgricultureandNutrition.WeareconductinganeedsassessmentofpastparticipantsintheCUAprogramtolearnaboutyourprojectsandwhatisneededtoincreasehealthyfoodtocommunities.Yourparticipationinaninterviewwouldbegreatlyappreciatedandisentirelyvoluntary.Pleasereadtheattachedconsentletterwithkeyinformationabouttheassessmentandtheinterviewquestions.Withmanythanks,MaryPatCarlsonIUANInterviewerfortheHealthyWisconsinPartnershipProgramGrantProgramEvaluator,UniversityofWisconsinExtensionmpcarlson1@gmail.com920-421-0995

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Appendix B: Letter of Consent Date:(GrowingPowerCUAgraduatename)Yourparticipationinthisinterviewwillbeusedtogaininsightsintoscalinguplocalcommunity-ownedandoperatedurbanagriculturalbusinessesproducinghealthyfood,promotingeconomicvitality,andaddressingfoodinequities.AsacademicpartnerscollaboratingwithGrowingPower,wearereachingouttoyoutogaininsightsintowhatfacilitatesandinhibitsurbanagriculture.OurcollaborationthroughtheinstitutesofUrbanAgricultureandNutritionisinterviewingCUAprogramparticipants.Althoughyouwillnotpersonallybenefitfromtakingpartinthisresearchstudy,yourresponsesmayinfluencefutureprogramming.Wewillnotidentifyyounoruseyournamewhenpresentingorpublishingstudyresults.Furthermore,yourinterviewreplieswillbekeptconfidentialtotheextentallowedbylaw.Therearenoknownriskstoparticipatinginthisstudy.Wehopetointerviewabout15people,soyouranswersareimportanttous.Yourparticipationisentirelyvoluntary,andyoucanchosetoskipanyquestionordiscontinueatanytime.Theinterviewwilltakeabout30minutestocomplete.Ifyouhavequestionsaboutthestudy,pleasefeelfreetoask;mycontactinformationisgivenbelow.Ifyouhavequestionsaboutyourrightsasaresearchparticipantorwanttoreportanyproblemsorcomplaints,youcancalltheMedicalCollegeofWisconsin/FroedtertHospitalResearchSubjectAdvocateat(414)456-8844.Thankyouinadvanceforyourassistancewiththisimportantproject.Sincerely,ZenoFranco,PhDIUANSteeringCommitteeMember&ParticipatinginvestigatorattheCenterforHealthyCommunities&ResearchFamily&CommunityMedicine,MedicalCollegeofWIPHONE414-955-4372E-MAIL:zfranco@mcw.edu

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Appendix C: Interview Coding Template

The coding template will need to be resized once data is inserted. Please note that coding sheet is a template, and does not have CUA evaluation results with identifying information.

INTERVIEWDATACODINGTEMPLATE-Participantrepliesperquestion-

CUAGR

ADUATES,ParticipantCodes

Q1Year

Q2aStart/Later/Stop/Currentlyoperating

Q2binfluencedtostart

Q2chelpedprojectdevelop

Q2dhinderedprojectdev.

Q3amission

Q3bgoals

Q3chealthissues

Q3dproducts&services

Q3egroupsengagewith

Q3fsocial/racism

Q3gim

pactoncommunity

Q4success

Q5financialsolvent

Q6wages

Q7challenges

Q8moveforward

Q9take-away/learning

Q10Sharew/GP

Q11Training&Support

Q12aurbanag.networks

Q12bGPnetwork

Q13GPwebsite/featuredon

CUA001

CUA002

CUA003

CUA004

CUA005

CUA006

CUA007

CUA008

CUA009

CUA010

CUA011

CUA012

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Appendix D: Interview Questionnaire

1. When did you attend Growing Power’s Commercial Urban Agriculture (CUA) program?

a. 2015

b. 2014

c. 2013

d. 2012

2. Are you currently operating a commercial urban agriculture project?

a. Yes/Began & stopped/Plan to start later/Decided not to do a project.

b. What influenced your decision to start, stop, or postpone the project?

c. What has helped your project development?

d. What has hindered your project development?

3. Please describe your project and its activities.

a. What is the mission behind your project?

b. What are your goals for reaching your mission?

c. If any, what health issues are addressed in your project?

d. What kind of products or services do you market?

e. What groups engage in your project?

f. Do you address social injustice/racism in your community’s food system? If so,

how?

g. How does your project impact the community?

4. Tell me how you have been successful and how your project been successful.

5. Is your project financially solvent?

6. Do you pay wages? If yes, are the wages adequate to provide a living wage?

7. Tell me about challenges you and your project face.

8. Is there anything that would move your project forward?

9. What was your most valuable takeaway from the Commercial Urban Agriculture (CUA)

program? Explain.

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10. Do you have anything you want to share about the CUA program with Growing Power?

11. What type(s) of support and training interest you? (Example: intensive training,

workshops, teleconferencing sessions, conferences, networks, etc.)

12. Are you engaged in an urban agricultural network?

a. If yes, what type(s) of network(s)?

b. Would you be interested in a Growing Power CUA on-line network? If yes, what

type of media works for you?

13. Growing Power is exploring whether to feature CUA projects on its website, promotional

materials, or in a network file. If this happened, would you be interested in being

featured? a. Yes b. No c. Unsure