1

Proposal for a Holy Cross Community Garden

Authors: Matthew Watson 16 and Cindy Nguyen 15

Project Adviser: Michelle Sterk Barrett
Project Adviser: Professor Andrea Borghini

TABLE OF CONTENTS
About the Authors

Acknowledgements

Introduction

Mission

11

Literature Review and Benefits

22

Case-Study Gardens at Other Institutions

24

Garden Management

28

Selection of a Plot Site

31

Garden Plan

36

Budget

41

Conclusion

43

Works Cited

44

Appendices

46

About the Authors:

Matthew Watson 16 - Matthew is a third-year student pursuing a major in Anthropology and a
self-designed minor in Food Studies. He first became interested in learning about food when he
took Professor Andrea Borghinis Montserrat Seminar, I Am, Therefore I Eat. In this class, he
was challenged to rethink his previous perception of food as something that was taken-forgranted, and was exposed to the artistic, cultural, and environmental influences that shape (or
emerge from) our engagement with our diets. Following this class, he began to seek out further
activities that were structured around these subjects. This led him to work with Cindy Nguyen to
establish the student organization Holy Cross Food Nation, and to conduct a Summer Mellon
Research Project investigating the benefits of community gardening at academic institutions.
Senior year, Matthew will be completing a departmental honors thesis in Anthropology to study
the emergence of the local, organic, slow food movement, and its expression in American
school systems. These involvements and educational experiences inspire Matthew to partake in
this project and to work towards a sustainable future for our food-systems.
Cindy Nguyen 15 - Cindy is a senior and a double-major in Philosophy and Political Science.
Growing up in a multicultural household, she was exposed to a diverse range of food and how it
was prepared. Such exposures influenced Cindy, as food was what brings different cultures in
her life together. Her continued curiosity into college led her to take Professor Borghinis
Montserrat course called, I Am, Therefore I Eat. The course elevated her passion and
encouraged her to question her own insight and understanding; thus, that following summer,
Cindy ventured out for two months in Europe to volunteer at local farms throughout the
continentwhether it was catching oysters in the Netherlands or working in the open and vast
grass-fields in the countryside of Ireland, it never stopped there. Since then, she volunteered for

the Community Harvest Project, a non-profit, which grows, tends, and produces fresh vegetables
and fruits in order to assist with the alarming hunger issues in Worcester County, worked with
Matthew Watson 16 to co-found the RSO group, Holy Cross Food Nation, and together they
conducted a summer research project through the Mellon Research Program on community
gardens. Currently, Cindy is doing a tutorial with Professor Christopher Dustin called, Cosmos
and Compost, which was inspired by her summer research and previous academic courses. Her
experience in the classroom and personal experience encouraged Cindy to always critically
question our relationship with our food and our environment, and to pursue this project.

Acknowledgements
We the authors would like to thank the Holy Cross Summer Research Program in the Social
Sciences, Humanities, and Arts for awarding us each a research grant to pursue the collection
and presentation of these materials. We would also like to acknowledge our advisors, Michelle
Sterk Barrett Director of the Donelan Office of Community-Based Learning and Andrea
Borghini Associate Professor of Philosophy, for their guidance, patience, and advice
throughout this process. A special thanks must also be extended to the students, staff, and faculty
whom we met and spoke with at Bowdoin College, Colby College, Williams College, and Yale
University. Each institution was very gracious to welcome us as we sought examples and
wisdom, and all are doing great work towards sustainable change. Fr. John Savard S.J. and the
Jesuit community also deserve to be acknowledged for their encouragement and willingness to
provide us with a definite location for our efforts. Finally, we would like to thank the Holy Cross
students, staff, faculty, and administrators who have been crucial to supporting this project and
will continue to embody the ethics and values that our community believes in.

INTRODUCTION

As the global population steadily increases, concerns about the agricultural industrys ability to
feed the world are quickly becoming relevant. Food insecurity, famine, desertification, and water
shortage are all potential realities that could be faced if systems of food production maintain their
existing structures. Some scholarship suggests that conventional, industrial farming methods are
leading to decreased nutritional value in crops, depletion of soil resources, and inefficient,
polluting usage of global freshwater supplies (Giuseppina 2011, Pimentel 2005, Venkat 2012). In
one approach to addressing escalating concerns about global food supply, many agricultural and
industrial food companies have elected to model their business practices on productivist
ideologies (McDonagh 2014). These ideologies are based on the premise that food shortage
and inequality can be combated by generating more products and implementing yield-improving,
but controversial, technologies, such as Genetically Modified Crops.
Emerging alongside, or in response to productivist theories, a plurality of discourse has
been organized that destabilizes industry norms of growth being equivalent to solution. One such
discourse highlights the important consideration that, in our modern food chain, the link between
producer and consumer is lengthening. To some, the lengthening of this food-chain is directly
associated with a systemic industry focus on industrialization and increased growth, which may
create a consuming public that has little relation to its food providers. Associated with this
consideration is the possibility that people may be unaware of, or dispassionate about,
widespread environmental and social changes in their food and diets. Therefore, the solution of
productivism can be debated for its cost of the publics awareness and involvement in the food-

system. A key question then arises from these differing views: What do we want the future of
our food-system to be, and what should our responsibilities as producers and consumers entail?
Therefore, as a society, we must engage in self-examination and promote discussion on current
food issues. The future steps that will be taken to change the food and agriculture industry should
be carefully considered. New technologies, renovations, and social movements directed towards
these problems should be explored, and experimented with, to see what approaches can address
existing issues. This exploration process may revolutionize the way in which food is grown,
distributed, and consumed, and therefore, as individuals accustomed to particular habits, we must
remain open to new information. Finally, we must determine how to invest in appropriate,
sustainable reform.
In the past 15 years, there has been a Renaissance in the world of food, championed by
the likes of Michael Pollan, Carlo Petrini, Alice Waters, and a multitude of other visionaries. The
campaign has advocated for a shift in diet towards local, organic, and slow food approaches to
eating (Schneider 2008:384). This phenomenon can be broadly observed in United States popculture with books like The Omnivores Dilemma, Fast-Food Nation, and Eating Animals and
documentaries such as Food Inc. and Forks Over Knives being widely purchased and discussed.
Uniting these organizations and initiatives seems to be the overarching principle of reconnecting
the consumer with his/her food. Amidst this social movement in the United States, urban
agriculture and community gardening have gained traction as micro-solutions for cities and
communities seeking food revolution. Even the First Lady, Michelle Obama, has become
involved, leading the establishment of a garden at the White House, and speaking out for
nutrition reform in schools (Mother Earth News 2013). Local community-based gardening, in
many ways, has been held up as the poster-child of these sustainable-food efforts. Because of

this, it becomes important to recognize the social meaning that gardening can have, and explore
what makes this activity so important within the context of these conversations.
A community garden can be defined as an organized section of land located in an urban
environment that is used to produce food and/or flowers and benefits both individuals and
communities (Ohmer 2009:379). It is a space where residents or a group of individuals can
come together to create, meet, learn, and spend time together. Historically, community gardens
have been effectively utilized to supplement national food supplies during times of agricultural
need particularly during World Wars I and II and the Great Depression (Miller 2003:395-397).
Victory Gardens, which were small, family-owned backyard plots, became prominent during
the 1940s, when they contributed up to 40% of the nations vegetable supplies during World
War II (Miller 2003:395-397). Organized gardening has been institutionally used by federal and
state governments as a solution to clean up vacant lots that have facilitated crime and drug usage,
and have also served as meeting sites for grass-roots movements attempting to address locally
defined problems and to improve social, economic, cultural, and environmental conditions in
distressed neighborhoods (Ohmer 2009:379). Presently, with surfacing concerns about food
supply, community gardens are a grass-roots tool for community organizing and empowerment
(Walter 524). They provide an outlet for organizations to raise serious concerns and questions on
greening policies and the goals of an urban food movement (Walter 524). The availability of
such a space fosters relationships amongst people within a community environment. It is not
only a place to garden, but a communal place to interact and gain a respite from the busy
schedule of the everydayness.
In addition to their history of building community and supporting nutrition, scholarship
has suggested that garden programs offer numerous social and cognitive benefits not only to

active participants, but also to those passively engaged with the garden itself. Detailed on page
22 of this proposal, gardening has been linked to positive self-identification within a
neighborhood, increased attentional performance, and reduction of daily stress. Moreover, the
practice of growing something concrete, like vegetables, has also been demonstrated to be deeply
meaningful to individuals - instilling them with a sense of pride. As a result, these programs tend
to bring people together in a cohesive, cooperative environment, where the labor being
completed is both productive and wholly beneficial for the worker and the community in which
the site is located. In many senses, community gardening is less about the act of gardening and
more about offering a recreational space that facilitates social interaction (Ohmer 2009:381).
In recent years, due to widespread recognition of the symbolic social impacts and
environmental benefits a garden embodies, there has been an emerging demand for the formation
of vegetable gardens at United States colleges and universities. An increasing interest in
farming, environmental conservation, and food sustainability has been one of the main catalysts
for the development of these campus community gardens. The drive that students and faculty
members have to explore where food comes from, and what processes are involved for food to
grow, have made them seek out an educational tool beyond the classroom experience. For many
schools, a community garden on campus provides just that. These garden establishments are
designed to offer participants an opportunity to experience a complexity of agricultural
questions, and appreciate that many are not accompanied by a clear cut answer. Moreover, a
garden can often be an expansion of many colleges efforts to foster students conceptions and
ideas. For instance, through the application of specialized classes and extracurricular activities,
schools have challenged students to utilize the garden as a means of expanding the way they
think through issues and develop creative solutions. Many institutions also claim that the creation

of community gardens embodies their mission statements, because they connect their educational
goals with their wants to integrate with their wider communitylocally and globally.
The College of the Holy Cross has also been a participant of this movement as well. In
2008, a group of faculty members and students came together to establish a community garden.
The garden was situated by the Hart football field, and was maintained by two summer interns
and overseen by faculty members and staff from various departments. Due to unforeseen
circumstances, the established vegetable garden was discontinued, but the idea itself lives on. For
instance, several classes have been offered to students on the topic of food. Two of the classes
offered took part in the Community-Based Learning requirement in the Fall of 2013, which
required students to volunteer in the community. In these courses, students got the chance to
work side by side with other community volunteers and staff members at Community Harvest
Project, a non-profit, which grows, tends, and produces fresh vegetables and fruits in order to
assist with the alarming hunger issues in Worcester County. Additionally, Dining Services have
had open conversations with students about supporting a reestablished garden, and numerous
recognized student organizations also have advocated for a new program.
Holy Cross is strategically situated in a privileged, influential social position within the
Worcester and liberal arts communities, and has not only the capacity, but also the responsibility
to offer a strong voice through symbolic and directly efficacious acts. Worcester, a city that
encompasses a vast array of cultures and families from different socioeconomic classes would
embrace the mission of a community garden on campus. With a population of approximately
180,000 residents, the increasing number of diverse groups residing in the city rose more than
fifty percent from the year 2000 to 2010 (Census Report). Socioeconomically, Worcesters
households comes from all varieties of income levels, with some of the higher percentages

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making under $20,000 annually in 2010 (Census Report). These cultural backgrounds and class
differences can separate a community, with no exception in the Holy Cross community;
however, while a community garden provides a tool for learning within the realm of academia, it
can also provide an outlet for building meaningful relationships amongst entire populations. As
demonstrated by a number of other academic establishments, a garden program articulating with
school and local communities can be a great starting point to organize conversations and
advocacy efforts, which can bring underlying food justice movements to the forefront of daily
routines. Holy Cross has a tradition of facilitating change where there has been a demonstrated
social need; therefore, by committing to a campus garden, the college should exercise its power
to become a member of the vanguard of colleges and universities championing the call for
reform in American food systems. In the meantime, a garden can bring new, effective forms of
local community engagement to Holy Cross.

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MISSION

As members of the College of the Holy Cross community, we are constantly engaged with, and
reminded of the Jesuit values that our institution represents. Holy Cross has assumed the
challenge to educate Men and Women for Others, by infusing its mission with Jesuit tradition,
and raising students who not only seek personal excellence, but also strive for social justice. The
Colleges Mission Statement places great emphasis on promoting dialogue that addresses basic
human questions, and underlying issues that permeate current social and political systems.
Questions such as,
What is the moral character of learning and teaching?
How do we find meaning in life and history?
What are our obligations to one another?
What is our special responsibility to the world's poor and powerless? (Holycross.edu)
These prompts have inspired a strong push for symbiosis between the College and the
communities existing outside of campus boundaries, as represented in the following excerpt from
our Mission Statement:
Holy Cross endeavors to create an environment in which integrated learning is a shared
responsibility, pursued in classroom and laboratory, studio and theater, residence and
chapel. Shared responsibility for the life and governance of the College should lead all
its members to make the best of their own talents, to work together, to be sensitive to one
another, to serve others, and to seek justice within and beyond the Holy Cross
community. (Holycross.edu)

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Therefore, the mission of the Holy Cross Community Garden strives to exemplify the Colleges
goal of encouraging proactive participation in a global community. Designed to be a community
space offering first-hand experience on what it means to be connected with the food one eats, the
garden would act as an educational tool inviting discussion on food production and sustainable
agriculture. Furthermore, the HCCG aims to assist and enhance the Colleges efforts to foster
cultural, social, and spiritual integration among students and the greater Worcester community.
By having an accessible garden in place, the Holy Cross community will be able to plant, tend,
and harvest part of what they consume, which will foster greater awareness about our food, and
also nurture new relationships both within and beyond campus. This garden would be a concrete
reminder to all those involved of what society might strive towards when producing and
consuming.

Cooperation with Existing Institutional Structures

One of the primary ambitions of the project to create a Holy Cross Community Garden is to
beneficially integrate the garden with groups and organizations that have an established presence
on campus. In doing so, resources can effectively be shared and mobilized, greater support and
participation can be garnered for each organization, and the sense of campus community can be
enhanced. Holy Cross has over 100 student clubs and organizations, which we envision could all
positively interact in some way with a garden program. To more precisely illustrate how this
cooperation could occur, the following is a sample of several prominent groups Eco-action,
HEAL, Holy Cross Food Nation, Multicultural Peer Educators, and Pax Christi whose
missions, we believe, would dovetail nicely with that of the HCCG:
1.) Eco-action is a special interest student organization that is dedicated to promoting
awareness on environmental issues to the Holy Cross community. Their members are also

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concerned with grow[ing] campus consciousness of our relationship to the environment by

organizing education, service, and action opportunities in our community (Holycross.edu).
The presence of a garden would symbolize underlying environmental issues that otherwise
would not have physical representation on campus. It would also provide Eco-action with
an additional medium to promote their messages. Moreover, gardening can be a naturebased learning tool, which helps connect people with plants, animals, and their
environmental surroundings (Lawson 2005:54). Through cooperation with Eco-action, and
involvement within a garden area, greater educational opportunities would arise for people
to actually be made aware of their situation amidst the issues Eco-action wishes to bring to
our attention.
2.) HEAL, or Healthy Eating and Living peer educators, are students who organize to
inform the Holy Cross student body about nutrition, exercise, and health issues. Through
the planning of various events and programming, such as lectures by nutritionists, exercise
information in the gym, and the arranging of a farmers market in the Spring, HEAL
engages with students and community members on and off-campus to educate about health.
Collaborating with Holy Cross Food Nation, HEAL has recently become involved in a
project working to establish a garden program at the Fanning Educational Building in
Worcester, in addition to forming one at Holy Cross. The implementation of a campus
community garden would give HEAL an arena to demonstrate methods of eating healthy
and being active, as well as further the symbolic representation of these types of lifestyles
at Holy Cross.
3.) Holy Cross Food Nation is a group designed to provide a welcoming social
environment for students to discuss their interests in food and to promote dialogues on the

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underlying socio-cultural, economic, and political issues that compose food production and
consumption in the world. The amount of initiative and support that was generated to move
this group through the necessary stages of approval reveals that the Holy Cross community
does care about its relationship with its food systems. Furthermore, the very fact that the
discussion topic of food has gained momentum and has mobilized students from various
areas of study supports the notion that a garden can be a locus for these interdisciplinary
conversations to enmesh. HCFN has taken on the role of being student managers to the
garden program, and their responsibilities and commitment are detailed on page 28.
4.) The Multicultural Peer Educators have assumed the mission to uphold and work for
social justice, and to advocate for the institutional recognition of the importance of
diversity, equity, and access on Holy Cross campus. As an organization that
accomplishes a great deal in terms of community building and engagement, the MPEs
could prominently assist in bringing people together within the garden space. Community
gardening has been shown to be effective at creating inclusive areas where the MPEs
principles of diversity, equity, and access are welcomed and where social barriers are
broken down (Holycross.edu). When a socially diverse group of people is working side-byside to produce tangible benefits, such as fresh vegetables, systemic inequalities can more
easily be bridged and new relationships can develop, which challenge the structures in
place. The mutual relationship of the MPEs with the HCCG could contribute to the
resources that the MPEs possess to shape our college into a more inclusive, welcoming
social institution.
5.) Pax Christi is a student organization that advocates for reflection on issues of social
justice, takes action to transform structures of society, and makes efforts to assume a

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respect for creation (Holycross.edu) Gardening not only sends a symbolic message about
environmental concerns, but also brings awareness to ethical, social, and political issues
that are embedded within our food system. For instance, the ethicality of industrial
agriculture has been widely discussed, as the consolidation of farmland under the
ownership of big businesses has dangerous implications for the economic well-being of
independent farmers and industrial employees. Gardens, on the other hand, can provide
insight into the value of local, fresh, and socially responsible food. A small farming effort
can be empowering, as it showcases how working together, in solidarity, can produce
something sustainable and meaningful. Groups, such as Pax Christi, can channel the
projects dedication to ethically sound means of production, and our own methods of
respecting creation, to further discussion, reflection, and action in the social justice
movement.

These groups compose only a small selection of individuals, groups, clubs, offices, and
departments that could be involved and contribute to a garden program at Holy Cross. It is
important to acknowledge that no matter how large or small a role is played, a community
garden has a place for anyone and everyone.

Mission of Sustainability
In 2007, Holy Cross began an effort to reduce its carbon emissions and ultimately achieve
campus-wide carbon neutrality. A major component of this effort was the Presidential Task
Force on the Environments formulation of the Carbon Neutral Plan, which is designed to better
educate the campus community on environmental issues, as well as to motivate the Colleges
members to take steps towards more sustainable and environmentally-friendly practices

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(Holycross.edu). These goals and environmental ambitions of Holy Cross would be directly
complemented by the implementation of a garden program that would actively practice and
symbolize environmental stewardship.
Many are unaware of the significant role that food systems play in the global
management of carbon emissions and sustainability. Contributing up to 29% of all human
produced greenhouse gas emissions, systems of food production have an immense environmental
footprint that we, as consumers and producers, must account for to be socially and naturally
responsible citizens (Vermeulen et al. 2012). Much of this footprint is constituted by the
processes utilized in industrial agriculture and livestock production. For example, meat-centered
diets have been academically recognized as being environmentally damaging and inefficient due
to the livestock industrys carbon dioxide, methane, and nitrous oxide production, as well as its
water pollution, land degradation, and depletion of biodiversity (FAO 2006). Moreover,
industrial agriculture has led to massive consumption of fresh water supplies, propagation of
chemical pesticides and insecticides, and usage of polluting fossil fuels to power the
transportation and distribution necessary for our food systems long supply chains (FAO 2006).
These are systemic, environmentally unjust problems that require public education, discussion,
and reformative action.
To help do our part on campus and show our dedication to addressing these topics, Holy
Cross must become institutionally cognizant of the fundamental issues of our current food
systems. In addition to our current environmental efforts, our community should take on the
challenge to greater support, foster, and celebrate food that is produced, and consumed, in a
local, responsible, and just manner. It is often difficult for an everyday citizen to be consciously
aware of the background structures that underlie everyday processes such as eating and drinking.

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The presence of a physical garden, with its accompanying educational and social engagement
program providing an institutional underpinning, would help to bring these background
structures and injustices to the daily attention of the Holy Cross community. The garden would
not only be a visible reminder to investigate and discuss these topics, but it would also provide
an avenue for concentrated response and action on campus. By bringing the community, handson, into a position of awareness, the program would give people a stake and redefine their roles
in the food systems in which they are constantly participating.

Academic Mission and Incorporation of Various Departments

The cultivation of a new, educational medium on campus is one of the primary objectives for this
project. Throughout history, community operated gardens and farms have functioned as
pedagogical sites where learning is personal, varied, and participatory. There are many parallels
between work that is done in classrooms and that which is completed outdoors, such as the need
for dedicated effort, time management, and organization. However, a program like the one
proposed would offer educational opportunities not typically experienced in a lecture hall or
working on homework. Community gardening offers greater freedom for experimentation, selfexpression, experiential learning, and transcendence of social boundaries. Failure is not
disciplined; instead, it can even be encouraged. There are no grades doled out for how well crops
grow, or for whether or not a rabbit eats the lettuce. People are not bracketed into categories of
professor, student, staff, or faculty. In this space, where institutionalized social constructs do not
compose the structural foundation, relying on each other as individuals, beyond hierarchical
relationships, offers new chances for learning and growing.
The Holy Cross Community Garden Program aims to coordinate with the multitude of
academic departments on campus to plan events, generate excitement, and get people involved in

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the ways food systems interact with each discipline. This cooperation and extension beyond just
the boundaries of the physical garden would serve to expand the influence and educational
potential that the garden can have when it is not in-season. The following are suggestions of how
Holy Cross departments could contribute and benefit from programming with the HCCG:
The Art department could use the garden spaces as a gallery to place decorative
installation pieces showcasing student work.
The English, Music, and Theater departments could utilize the gardens as a venue to do
readings and small performances to audiences in a relaxing outdoors environment.
The Science departments could have a reliable source of organic soil for testing for any
environmental research projects that might be occurring.

Actively Seeking to Coordinate with Dining Services

With the new renovation of Kimball Dining Hall in place, a call for a new campus perspective on
Holy Cross food scene has been made. As nutrition and environmental factors have worked
their way into campus dialogue and activity, Dining Services has worked to add in healthier,
more sustainable, and increasingly diverse food choices. Moreover, the office has proactively
tried to be transparent with the student body about nutrition information and where the food
served is sourced from. The implementation of new technology services, like phone apps for
online menus, as well as events such as the Kimball Takeover and Slow Food Meals has made
knowledge about campus eating more accessible. Moving forward, our communication with
representatives in Dining Services has demonstrated to us that there is an organized, concerted
desire for students to be involved with and influence purchasing decisions, event programming,
and the future of Holy Cross Dining.

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Community gardens provide excellent outlets to get students interacting with Dining
Services at the level that the office is welcoming. For example, Bowdoin Colleges Dining
Services places a vast majority of the crops grown on their collegiate farm directly into students
diets, and promotes sustainable eating by making students aware and proud of their established
farm and the programs it hosts. The collaboration between garden workers and dining staff has
enabled Bowdoin to express creativity and excitement around food in a variety of mediums.
During a recent visit to Bowdoins campus, the garden manager and dining staff explained that in
2014 the garden yielded an overwhelming amount of radishes; this surplus inspired and
challenged the chefs to create seven different radish dishes that adapted and celebrated the local
produce. Based on the programs we have observed, Holy Cross Dinings close cooperation with
a garden would promote an increased understanding that our diets, in part, construct who we are
and what we stand for. This knowledge would then demonstrate our sense of unity as we gather
together for meals and interact with our environment, showing that food can be creative,
inspirational, and influential.

Community Outreach
As an integral part of Worcester, Holy Cross has a stake in the well-being of the city. A garden
that articulates with various facets of the Worcester community would be an outlet that fosters
relationships that tend to remain in the shade. Currently, Holy Cross is a member of the Colleges
of Worcester Consortium, which aims to work collaboratively with the City of Worcester, the
business community, and the non-profit sector to promote local development. While Holy Cross
and the Consortium organize programs that get students civically engaged, social boundaries
between students of different colleges, as well as between students and Worcester citizens, often
persist.

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The gardens mission aims to break down these barriers over time, and with organized
effort. Through annual donations of at least 10-15% of crops to local soup kitchens, volunteer
work, and structural violence workshops the HCCG can immediately begin contributing to the
community off campus. More effective collaboration with existing connections such as the
Community Harvest Project and the Regional Environmental Council can also serve to influence
food system change in Worcester neighborhoods. In the long-term plans for the program, we
envision an expansion project through a partnership with other Consortium schools, and through
the acquisition of a larger plot of land enabling greater impact and community education in
Worcester. Getting people involved with gardening in a community setting empowers them to
tackle social issues plaguing their neighborhoods, and that motivation is something that we have
the ability to help implement (Henderson 19).

Gardening in Conjunction with the Jesuit Community

The Jesuit Community at Holy Cross has found the prospect of a campus community garden
compelling, and the HCCG mission has been endorsed by Fr. John Savard S.J. as being in line
with Jesuit values. Having had a garden at Ciampi House in the past, the Jesuits often ate meals
that incorporated fresh vegetables harvested straight from their yard. Due to a lack of available
labor, however, their garden ceased being maintained, and this source of sustainable agricultural
engagement lost its presence on the Jesuits grounds. As part of the HCCGs goals, we look
forward to re-establishing a student-operated plot at Ciampi House, where its workers can
closely interact with the Jesuit community. In this way, student workers can better develop
relationships with religious members whom they may otherwise not have had a chance to engage
with on campus. Special raised-beds can also be constructed that would be waist or chest high, so
that all members of the Jesuit community could participate in the garden without having to

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physically strain themselves. A portion of the harvested produce would be given to the Jesuits
chef for use in their daily meals, and throughout the growing and harvesting seasons several
dinners would be planned to get students and religious to come together at meal-times for
conversation and community-building. The inclusion of the Jesuits in the garden project would
promote communication and synergy amongst the students, staff, faculty, and religious that
compose the general Holy Cross community.

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LITERATURE REVIEW AND BENEFITS

As mentioned in the introduction, community gardening has been academically researched to
determine what makes it a worthwhile activity as considered both qualitatively and
quantitatively. This section outlines how gardens have been cited as aiding populations through
support-network expansion and psychological benefits. One of the social benefits generated by
these spaces is that, by sharing labor and materials, people experience decreased social
isolation and expressions of prejudices, which foster a positive outlook on multiculturalism
(Okvat 2011:379). Gardens provide opportunities to build social networks with other
organizations, and they serve as a locale for virtually any community event. An imaginative
community organizing team can utilize the garden for a near endless amount of programming. In
terms of community engagement, gardens programs have also proved to be especially valuable
for both the youth and the elderly. For younger children, gardening creates positive mentoring
relationships, helps to improve students grades, and educates children on the foundations of
food and agriculture (McArthur 2010:303). Older individuals, on the other hand, benefit from the
sense of control, inclusion, and mental/physical engagement that are involved with cooperatively
cultivating a plot (Middling 2011:116-120). Most importantly, the pride and excitement
permeating the garden atmosphere is contagious, and these feelings bring the community
together to grow and develop around this commonality.
Due to the increased application of community gardening in educational contexts, it is
important to emphasize the positive, cognitive assets that this activity contributes to those
involved. During the work or school day, our attention is oftentimes directed and focused on
specific tasks for hours on end, which can lead to mental fatigue (Okvat 2011:376). However,

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it has been found that routine exposure to greenery can facilitate fascination rather than
directed attention, and therefore ease the daily stress that accompanies extended concentration
(Okvat 2011:376-377). Gardening has also been associated with improved attentional
performance in populations of adults struggling with major life issues, individuals with ADHD,
and children adjusting from household relocations (Okvat 2011:377). Moreover, dementia
progression in older participants seems to be prevented by the mental occupation that caring for
vegetables or flowers can produce (Okvat 2011:377). The Holy Cross community is composed of
individuals from all backgrounds, and like those on many college campuses, can be prone to
stress, feel displaced from home, engage in whole days of directed attention, and experience the
effects of age. However, perhaps the addition of a garden could help aid in some of the stressors
and create another comfortable place for people to go on campus. As an entity that offers a
diverse array of benefits, and welcomes volunteers of all ages, skill-sets, and social
positionalities, a community-building garden would offer the perfect opportunity to incorporate
the aforementioned social and cognitive assets onto campus and potentially enhance the Holy
Cross communitys daily quality of life.

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CASE-STUDY GARDENS AT OTHER INSTITUTIONS

In order to learn how to effectively establish and manage a collegiate garden, it has been
necessary to research campus garden programs at institutions similar to the College of the Holy
Cross. This investigation provided insight into schema that could potentially work for Holy
Cross, and how certain practices could be adapted to Holy Cross particular milieu. In this
section of the proposal, the gardens at Williams College and Bowdoin College are explored as
two examples of established, successfully engaging programs.

Williams College
Driven by student interest, the Williams Sustainable Garden Project was established in 2010. At
its founding, the first garden was a modest size that consisted of only a few raised beds. Today,
the WSGP has an affecting presence on campus, and has added more beds, a small shed,
compost piles, and an additional plot of land next to the college presidents house. The two
gardens collectively measure about half an acre, and are made up of over twenty raised beds and
several in-ground vegetable rows. The WSGP works collaboratively with the Zilkha Center for
Environmental Initiatives, which is an operational, college department designed to improve
sustainability at Williams. Brent A. Wasser, the Sustainable Food and Agricultural Program
Manager of the Zilkha Center explained that the gardens are almost entirely managed by the
Williams students. However, because funding and the hiring process of summer interns is the
responsibility of the Zilkha Center, Wassers role is to be a liaison between the student gardeners
and the department. He explained that, in general, the student organization strives to be very
independent, and it is only during the summer months that he assumes a guiding role in the

25

summer interns work schedules. The summer staff consist of two Williams undergraduate
interns, and a few local high school students that are hired part-time. Moreover, during the
summer, these students assist in maintaining school gardens throughout Williamstown, MA.
These efforts and partnerships create a unique socializing dynamic, as the interns and local
students develop interpersonal, and mentoring relationships that span various communities and
age groups.
In terms of finances, Williams serves as an excellent example for Holy Cross. Both of its
plots are relatively small, low-cost, and student maintained, which demonstrates that visible,
small-scale gardens can still have a powerful impact. The gardens annual budget is around
$1,500 for materials, $9,900 for summer-labor, and occasional other costs for conference fees
and educational experiences. Costs are able to be kept low through the communitys voluntary
performance of necessary upkeep, resourcefulness in acquiring building materials and
professional consultation, and self-management. Williams usage of a raised bed model for the
gardens also helps ensure sustainability, because the money invested in the garden is more likely
to be productive and recognized due to the increased ease of maintenance, aesthetic appearance
and durability in poor weather conditions.
The WSGPs main principles are also complementary to the goals the HCCG is
proposing for its program. The WSGP is not a production-oriented program, but rather focuses
on providing a foundation for daily ecological and educational discussion that relates to food and
agriculture (Williams Sustainability). Centered in accessible, central spaces throughout campus,
the gardens act as social locations, and visual symbols, that educate through participation and
observation (Wasser 2014). The very presence of an organized plot like this offers interpretative
value to students, as well as passive capacities, in which its existence raises awareness to the

26

issues trying to be addressed (Wasser 2014). The garden does not have to be sophisticated to be
meaningful, as Wasser stated, a garden is a great entry into all the conversations [we] want to
havethe garden can be engaging. You can have that garden, you can eat the produce, and you
can talk about its significance (Wasser 2014).

Bowdoin College
As one of the leaders in college gardening efforts, Bowdoins Organic Garden program is a
larger, more production-based organization that could serve as a precedent for future HCCG
expansion. Bowdoins garden is departmentally associated with the colleges Dining Services,
which sponsors the labor costs of the staff positions of Garden Manager, Garden Assistant, and
the Summer Interns that the BOG employs. This management style enables the program to
contribute beyond the participatory experience and passive capacities that a campus garden
offers, and demonstrates a financial dedication to producing food for dining halls that engages
the community on a whole new level. Having the opportunity to enter a campus eatery and dine
on food grown by your own college is an empowering, positive, educational experience.
The consistency of labor at the BOG enables cultivation of larger plots of land, increased
crop varieties, and greater incorporation of produce into dining events. Upon plating your food at
the Bowdoin dining hall, one notices the signage and promotion of certain dishes that are clearly
marked as having been cooked with ingredients coming from the BOG. This marketing and
institutionalization of sustainable, agricultural production and eating habits has caused students
to take pride in their dining services and support the garden itself. Financially, the garden
program seeks to break even through its purchasing agreement for Dining Services to buy fresh
produce, but ultimately the garden tends to be an investment by the college. It is important to
note, however, that as a result of this investment more and more students become uniquely,

27

academically engaged. They experience academic courses articulating with the gardens
programming, dining events on campus, community engagement with other gardens in
Brunswick, ME, and exposure to positive, food justice values each time they enter campus
eateries. The small monetary investment in the BOG has had an enormous liberal arts return-oninvestment for the college, in the form of education and awareness of sustainable agriculture and
food production.
To expand HCCG to be a steady supplier of food for our campus, as the BOG is for
Bowdoin, would require a sizable increase in dedication and financing. However, it definitively
is an achievable, beneficial long-term option. Demonstrating operational sustainability,
establishing partners with fellow colleges in the community, communicating with land-trusts,
and hiring full-time staff are all manageable steps in this process that can, and should, be
entertained in the future. Not only is this an achievable enterprise, but it is also necessary in
many ways. These issues of food production and agricultural disconnect are ones that require
attention at the higher education level. They are increasingly being recognized by colleges and
universities around the nation, and abroad, and they should be given the institutional recognition
that they warrant.

28

GARDEN MANAGEMENT

The garden can feasibly be managed in two, unique ways. The first management set-up would be
a collaborative effort between the registered student organization, Holy Cross Food Nation, and a
Garden Advisory Board composed of faculty and staff. An alternative way of addressing the
managerial aspects of a campus garden would be to a hire a part-time garden manager, who
would serve as an official adviser to the student volunteers.
To elaborate on how the first option would function, Holy Cross Food Nation is an RSO
that was founded by Cindy Nguyen and Matt Watson. Its purpose is to promote dialogues on
Holy Cross campus regarding social, environmental, and political issues relating to food, as well
as to simply create an environment where anyones personal interest in food is welcomed.
Managing the garden would entail creating a subdivision of HCFN that would be devoted to
supplying the labor and time required to operate the garden program. Moreover, this group of
committed individuals would also be responsible for integrating the garden into the Holy Cross
community through the planning of events and through spreading awareness and excitement.
In conjunction with this group of students, a committee of faculty and staff that would be
interested in aiding with the garden would be established. This committee would serve as an
advisory board for the students, and assist in an administrative capacity. The board would have
individuals spanning a wide array of skill sets and knowledge bases. For example, the board
would be comprised of a team to address the technical and physical factors of gardening such
as environmental science professors, physical plant staff, or those with home gardens.
Additionally, the board would also have a division to communicate and consult with dining
services, faculty who would be involved in the academic integration of the garden, and

29

individuals on campus who would aid students in brainstorming and developing community
engagement events. A list of faculty and staff members interested in being on an advisory board
can be found in Appendix D.
This union of student organization and established advisory board would ensure that
excessive responsibility does not fall on any faculty or staff member. The managerial structure of
a student-run garden program such as this is representative of Williams and Colby colleges,
which each have no paid staff members. In the event of unforeseen troubles and technical
difficulties, the advisory board will be in place as a safety net to help in counteracting any issues
that might arise. On a case-by-case basis, problems can be addressed by having students contact
one of the members of the advisory division the problem is applicable to. Discussions regarding
longer-term concerns about maintenance, expansion, or operation can be held at the periodical
meetings between the RSO group and the advisory board on a monthly basis. Meetings will be
called by the student group, so that no additional labor is required by the board. A majority of the
board must be present for a meeting to be held, and each division must be represented.
The second option mentioned, hiring a part time garden manager, is another possibility
for effectively managing the regular operation of the garden. This hired professional would serve
a consulting role for the students typically working the gardens. He or she would be paid for 10
to 20 hours per week for performing technical maintenance of the plots, assisting in setting up
labor schedules, and devising a list of tasks that must be completed each week. In this scenario,
there would be no need for an official advisory board of faculty and staff, and it would save time
and effort on their part. A position such as this would range from $10,000 - $20,000 for a year
round part time position.

30

In the beginning years of this program, the authors of this document believe that an
official garden manager is unnecessary. Provided the land request that we have made is granted,
its cumulative acreage will be significantly less than what exists at Colby or Williams colleges,
where there is no garden staff and there still exists sustainable, influential garden programs.
While it may require more commitment from members of the Holy Cross community, enough
people have expressed an interest, desire, and dedication to the institution and operation of a
future garden for there to be sufficient labor available. Moreover, for the salary that would be
provided, turnover rate would most likely be large for the garden manager position, and it would
be difficult for students to develop a synergistic relationship with the hired person in a short
amount of time if it is realistically a temporary position for someone to occupy.
Therefore, we advocate for an official Garden Advisory Board and a division of Holy
Cross Food Nation to operate as champions of the Holy Cross Community Garden.

31

SELECTION OF A GARDEN PLOT SITE:

Choosing the location of the proposed garden will be one of the most crucial steps towards
establishing a successful and engaging program. The gardens placement will determine what
agricultural methods will be used, how effectively it will integrate into campus life, and how
easily the garden will be sustained. To address these considerations, a number of different factors
must be taken into account when electing a final site, these include: accessibility, visibility and
traffic, sunlight, water, and the amount of available space.
Accessibility majorly influences how the garden is perceived, and who will utilize its
facilities. An accessible garden would be one where people could be directed towards a definite
position, and easily walk there from any location on campus. Moreover, accessibility also
includes making access simple and straightforward for Physical Plants staff, which will most
likely have to transport starting materials and maintain irrigation lines. This means that a locale
in close proximity to a college roadway or established path would be best for vehicle travel.
Visibility and Traffic are two other factors that overlap with the accessibility of the
garden. These items generate excitement and pride around places and events that students, staff,
and faculty see on their daily walking routes. Even if not directly involved in the operation or
maintenance of the garden, people passively receive many effects from the landscaping of their
living environment. However, it is also important to note that a huge amount of visibility and
traffic is accompanied by potential concerns. To be in accordance with Holy Cross aesthetic
standards, visibility will dictate how much upkeep is necessary, and what quality of materials
must be used for construction. Additionally, positioning in an overly trafficked area could,
unfortunately, result in vandalism. From these conclusions, it would make sense for the garden to

32

be located in an easy to access site, which receives a moderate amount of foot traffic and
visibility.
Amount of Sunlight and Water Availability are physical concerns that are necessary to
address for a good growing season. A well-planned garden location should receive 6 to 8 hours
of sunlight a day and not have any major barriers between the sun and the land such as trees or
buildings. While a garden can succeed on just the usage of rainfall, for practical purposes it
would benefit the college to choose a site where water-lines either exist or could be established.
Another possible watering option could be to invest in a rain collection tank, which would store
water for periods of drier weather.
The Amount of Available Space would seem like the most important factor when
selecting a garden location. However, because the Holy Cross Community Garden would not be
established as a production-oriented farm, the absolute size can be variable. Many educational
lessons on food can still be learned from even a small plot of land, and gardens can easily be
expanded as time progresses. That being said, a larger plot would allow for a greater variety of
crops to be grown, more donations to dining being made, a greater inclusion of departments, and
an increased ability to hold events involving the garden. These allowances amplify the symbolic
power of the garden, and establish it as a creative canvas for anyone to utilize it as he or she sees
fit. Therefore, upon consultation with contacts at our case-study colleges, and with the interest of
expanding on the 2009 effort, a plot consisting of a quarter-acre would be the optimal size for
how we envision this garden.
After considering these elements of what constitutes a good location, several sites on
campus emerged as possibilities. Listed below are the few that were deemed most practical.
Additionally, pictures of the sites can be found in Appendix E.

33

Ciampi House Site:

For the past three years, a small vegetable garden had been operated in front of the Jesuit
communitys house, on City View Road. Unfortunately, this garden was not able to be
maintained during the summer of 2014, and the land was planted over with ornamental flowers.
However, upon speaking with Fr. John Savard S.J., rector of the Jesuits, three locations around
Ciampi were offered for use as a Holy Cross community garden, provided that it is sustainably
maintained by a student group.
The main Ciampi House site being proposed is a rectangular piece of land situated off of
City View Road and set closer to the house than the previous garden. It is in an easily accessible
locale, and traffic could be directed to the spot without much difficulty. Moreover, because of the
fencing and positioning of the garden, it would be protected from vandalism and unauthorized
disturbance. Due to the site's proximity to the house, access to water would also not be a
problem. Another valuable asset of this location is its ability to be accessed by wheel-chair from
the street. Items about this site that require consideration include tree cover that may block the
availability of sun for the plants, uneven grade of the land, and slight removal from campus.
The amount of sunlight the spot receives will be tested and will help determine what
crops to plant and grow in the locale. If utilized in conjunction with another garden site on
campus, vegetables that prefer less sun could be planted at Ciampi, and other varieties could be
planted elsewhere. The angle that the ground is at could be problematic in terms of drainage and
construction of raised beds. To counteract this issue the slight hill could be partially leveled or
terraced, the lumber of the beds could be placed set into the hill, or a mixture of raised beds on
the flat portion of the ground with in-ground vegetable beds on the inclined portions could be

34

utilized. Finally, the removal from campus can be combated with on-campus education about the
garden resources available, as well as the potential addition of a sign or advertising for events.

West-Side of Stein Site:

Beside Stein, along the row of hedges on Kimball Road, there is a sizable, rectangle of land next
to the generator. Flat, accessible, visible, and having access to sunlight and water, this location
offers an excellent initial area to plant a garden. Situated next to a main academic building, and
being along a roadway on campus, the garden would be seen and noticed by the large percentage
of the community that frequents this building. Moreover, due to its position behind hedges on the
roadway, and its distance from the most traveled portions of campus, the garden would not be a
large target for vandalism. At this site there is also plenty of area to place a compost tumbler,
tool shed, and possibly some picnic benches and tables for relaxation. Furthermore, the garden's
proximity to a roadway would enable easy access by Physical Plant or delivery services, and
offers handicap accessibility
Concerns about this locale involve access to, and noise pollution from, the generator the
garden would be beside. In the event that the generator must be accessible by vehicle, the lay-out
of the garden would need to accommodate for that, and space may become an issue.
Additionally, the sound of the generator can get loud when it turns on, in which case this would
have to be considered if events are to be held there, or benches and tables for recreation were to
be placed in the area. There seems to be enough open space, though, that a spot far enough away
could be decided upon for appropriate noise levels, or that events could be held around the other
side of the building in the Stein-Carlin courtyard. The schedule for the generators active periods
could also be determined and properly accounted for.

35

Rugby Field Site:

Situated to the side of the Rugby Field, at the bottom of campus, is a piece of unused land
consisting of a triangular plot and another, flat portion atop a slight hill. This location is directly
next to a path, on which Physical Plant vehicles could transport soil and mulch. Additionally, the
site receives more than ample sunlight and is located in a position where, relative to other
proposed plots, it is fairly accessible. Along with these traits, this site would also be easily
visible from McKeon Road, which could be a positive landscaping addition in the eyes of
passing drivers.
Possible concerns that arise with this location are the unknown availability of water, lack
of consistent foot-traffic, potential drainage issues at the bottom of the hill, and location as a
point of snow storage. Yet, because the garden would be positioned close to existing sprinkler
systems and the Maintenance building, running a water line may not require an inordinate
amount of effort. Foot-traffic could be generated with signs on campus at more heavily trafficked
spots, and by making athletes who use the nearby field aware of the gardens presence. Drainage
issues could be potentially combated with the use of highly raised beds, a sand and organic
matter soil composition, and heavily mulched ground cover. Finally, snow relocation could be
discussed at a future point in time, given demand and feasibility.

36

GARDEN PLAN:

The following portion of this proposal explains what actions need to be taken, once a suitable
position is approved, to ensure smooth initiation and sustainable management of the garden. This
involves accounting for a variety of tasks, including:

Mapping Boundaries
Following the selection of the garden site(s), official boundaries will be determined and formally
indicated by Physical Plant. This process will ensure that the garden and its constituent parts do
not interfere with the routine maintenance and labor of Physical Plant staff. Any future
expansion will be discussed in cooperation with staff members within the office.

Fencing in the Location

A possible option for protecting the integrity of the garden(s) from vandalism and pests is the
raising of a fence around the perimeter of the garden boundary. This could be an inexpensive,
unassuming entity that simply serves as a physical barrier between the vegetables themselves and
anything that might disturb them. A fence might be an issue of contention that can be decided
upon by the committee operating the garden, as it can also create issues surrounding the
aesthetics of the plot, and the inclusivity of who is able to utilize the land, and when it is
available for enjoyment.

37

Construction of Raised Beds

The Holy Cross Gardening Organization and its Advisory Board will place an order to purchase
the lumber and soil required to build the raised beds. A delivery date will be chosen in the spring,
and Physical Plant can assist in transporting the materials to the designated location(s), if
necessary.
Using volunteer student, faculty, and staff labor, the beds will be formatted as per
respected garden manuals instruction (Edible Schoolyard, American Community Garden
Association). Beds will be built in a 12L x 3W x 2H plan, and include pathways between them
that are at least four feet wide and heavily mulched. These logistical components have been
chosen to create a convenient, dry environment for the participants to work in. The dimensions
will ensure that the beds are not too wide for workers to reach into the middle to maintain, nor
too long to cause inconvenience when walking around. Additionally, the depth of the
construction will allow for good drainage and root penetration into the soil.
Another potential component of each garden plot could be the inclusion of a wheelchairaccessible bed and a highly raised bed for those unable to bend down to garden. With the
expenditure of minimal additional costs, this provision would help create a welcoming,
community oriented environment where none are excluded.

Watering
In the event of a dry-weather situation, water must be available in some form for each site.
Proximity to buildings, in this case, tends to be an advantage. The sites alongside Ciampi House
and Stein will therefore have relatively close access to a water source. Because of their small
size, they can also be manageably hand watered with cans or a hose.

38

The sites by Freshman Field or Hart, where there is no immediate access to a buildings water
supply, may require an irrigation line to be run or a rain collection tank to be established nearby.
Once this infrastructure is in place, the garden would have the ability to thrive.

Composting
Because the mission of this garden is to promote the agendas of community, sustainability, and
stewardship, a composting operation will be instituted near each garden plot. Composting allows
garden programs to increasingly become self-reliant as they produce, as well as to reflect
environmentally conscious values that they align themselves with.
The amount of traffic near academic and living residences does create potential concerns
surrounding composting efforts, however. Therefore considerations have been made for
maintaining the appearance and addressing the smell of compost operations. It has been decided
that in these locations, where an open compost pile may not be the best option, that a contained,
tumbling composter would be a helpful investment. These are devices that are unassuming and
isolate the smell of the decomposing matter to the containment chamber. They are affordable
options for the beneficial services that they would provide to the college and its garden
operation.
The following links contain several examples of the type of composter that we mention,
as well as a description of each type of composter and the sizing necessary:
Examples: http://www.woodlanddirect.com/Outdoor/Compost-Tumblers/?state=2845
Description: http://eartheasy.com/compost_tumbler.htm

39

Produce Usage
Because this garden is not designed as a production-based organization through dining services,
produce can be used in a variety of ways on and off campus. The following are some of the
possible recipients of harvested crops:
1. Students. Through special, slow-food meals organized by dining services, students could
enjoy a dinner utilizing the fresh vegetables and herbs from the garden plot. In a
symbolically powerful manner, certain salad bar items could be replaced at Kimball with
accompanying notices, making students aware that this produce was grown on campus.
2. The Jesuit Community. By cooperating with the Jesuit community, and utilizing the land
outside of Ciampi house for campus gardening activities, a portion of the produce
harvested should be distributed back to the Jesuits dining room. This can be
accomplished through usage both in regular meals at Ciampi, and through special events
bringing together the Jesuits and the rest of the Holy Cross community, especially
students. These types of events would be opportunities for students who would not
typically intersect with the religious community to meet and socialize as one, Holy Cross
population.
3. The Worcester Community. Coinciding with our gardens aspirations of stewardship, it
would be appropriate that another portion of produce collected be provided to the
community of Worcester that hosts Holy Cross campus. Relationships could potentially
be built between soup kitchens or food pantries in the city, and the Holy Cross
Community Garden. For example, 15% of each harvest from the garden(s) could be
directed towards The Mustard Seed, or another organization based in Worcester that
helps combat food insecurity.

40

Schedule of Activity:
To create a sustainable, organized program a schedule must be established and agreed upon by
the advisory board and the student workers. This plan will encompass the planting schedule, any
planned maintenance that must occur throughout the course of the planting and growing season,
any events that must be organized and executed, and the harvesting itself.
In this proposal there is an example schedule, which can be found in Appendix A, that
could be followed to set up an effective calendar of planting and harvesting tasks.

41

BUDGET:

Cost estimates are based on the prices of online sources (links to which can be found in
Appendix B). A number of tools are also available from the 2009 garden effort, and tools might
also be able to be sourced in conjunction with other organizations on campus, such as Working
for Worcester. Most cost estimates are thus in the upper range and can be readjusted as needed.

Materials and Tools:

Garden Sheds (2) - $1000
Spades - $6 x 5 = $30
Rakes - $5 x 2 = $10
Assorted Other Tools (Shovels, Hoes, etc.) = $50
Wheelbarrow - $70 x 2 = $140
Garden Gloves - $3 x10 = $30
Composter (7cu) - $160
Composter (12cu) - $240
Hardwood Lumber for Beds - 14 (2 x 4) + 14 (2 x 12) = 28 x $15 - $420
Handicap accessible bed - $280
Total: $2360
Irrigation:
Optional Rainwater Collection Tank - $120
Optional Buckets-$5 x 3 = $15
Garden Hoses-$30 x 2 = $60

42

Total: $60 - $195

Crops:
Potential Soil Testing - $30
Soil for Raised Beds - $35/yd3 x 14 yd3 = $490
Seeds - $50 - $100
Total: $570 - $620
Management:
Summer Intern-$350 a week x 15 weeks x 2 interns
Total: $10,500
Total Estimated Costs: $13,490 - $13,675

Potential Sources of Funding:

Alumni Donations

Marshall Memorial Fund Grant

Residence Life Community Event Budgets

Center for Interdisciplinary Studies

Office of Multicultural Education

Office of Dining Services

Class of 2015

Class of 2016

Outside Grants - https://communitygarden.org/resources/funding-opportunities/

43

Conclusion:

When considering all the benefits that a community garden will bring, it is difficult to believe
that one does not currently exist at Holy Cross. Yet, the potential to cultivate a plot of land on
campus thrives in the imaginations of students, staff, and community members who are inspired
to enhance the educational experience Holy Cross offers, minimize human impacts on the
environment, and improve student relations with the Worcester community. The community
garden will therefore be much more to Holy Cross than a plot of dirt it will serve as a dynamic
center of learning and experience that truly embodies and nurtures the spirit and ideals of the
college. We hope that this proposal has exemplified that there is an expressed need and want for
such a location and program, and that this plan can be accomplished at Holy Cross. Additionally,
exploring and advocating for this project has been a gratifying experience, as we have expanded
our own academic capacities and created inclusive dialogues on campus amongst all groups and
departments. Therefore, we again thank the College for the opportunity to work towards the
realization of the Holy Cross communitys envisioned idea.

44

Works Cited:

Bowdoin Organic Garden. 2015. http://www.bowdoin.edu/organic-garden/about-us/index.shtml

Food and Agriculture Organization of the United Nations. 2006. Livestocks Long Shadow:
Environmental Issues and Options. http://www.fao.org/docrep/010/a0701e/a0701e00.HTM.
Web.
McDonagh, John. "Rural Geography II Discourses of Food and Sustainable Rural Futures."
Progress in Human Geography 38.6 (2014): 838-44. Web.
Middling, Sharon, et al. "Gardening and the Social Engagement of Older People." Working with
Older People: Community Care Policy & Practice 15.3 (2011): 112-22. Web.
Miller, Char. "In the Sweat of our Brow: Citizenship in American Domestic Practice during
WWIIVictory Gardens." The Journal of American Culture 26.3 (2003): 395-409. Web.
Obama, Michelle. "The White House Garden Sets A POWERFUL EXAMPLE." Mother Earth
News.257 (2013): 52-5. Web.
Ohmer, Mary L., et al. "Community Gardening and Community Development: Individual, Social
and Community Benefits of a Community Conservation Program." Journal of Community
Practice 17.4 (2009): 377-99. Web.
Okvat, Heather A., and Alex J. Zautra. "Community Gardening: A Parsimonious Path to
Individual, Community, and Environmental Resilience." American Journal of Community
Psychology 47.3 (2011): 374-87. Web.
Pimentel, David, et al. "Environmental, Energetic, and Economic Comparisons of Organic and
Conventional Farming Systems." Bioscience 55.7 (2005): 573-82. Web.

45

Schneider, Stephen. "Good, Clean, Fair: The Rhetoric of the Slow Food Movement." College
English 70.4, Special Focus: Food (2008): 384-402. Web.
Venkat, Kumar. "Comparison of Twelve Organic and Conventional Farming Systems: A Life
Cycle Greenhouse Gas Emissions Perspective." Journal of Sustainable Agriculture 36.6
(2012): 620-49. Web.
Vermeulen, Sonja J., Bruce M. Campbell, and John S. I. Ingram. "Climate Change and Food
Systems." Annual Review of Environment and Resources 37.1 (2012): 195-222. Web.
Williams College Zilkha Center. 2015. http://sustainability.williams.edu/zilkha-center-mission

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Appendix A
First-Year Time-line for Garden:
January: Planning meeting of HCFN and Advisory Board
February March: Starting seeds in greenhouse
https://www.youtube.com/watch?v=WsU372PsYPI
March early April: Construction of raised beds and gardens
April May: Workshop and Training for Summer Employees
April June: Transplanting and planting first crop (April, May, June)
April: Celebratory Garden Opening Dinner
April: Ribbon Cutting Ceremony and Sustainable Eating Festival
May July: Harvest first crop
May: Harvest Celebration Dinner
June July: Transplant and plant second crop
August October: Harvest second crop
September: Welcome Back Event sponsored by the College and HCFN
October: Canning and Preserving Workshop led by Dining Services
October: Growing Season wrap up and inventory for supply storage
November: Summary and Recap meeting by Advisory Board, HCFN, Employees and advisers
November December: Writing of an annual report

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Five-Year Plan for the Holy Cross Community Garden:

1. In the first year of the garden program, the principle tasks will be planning,
establishment, experiencing, record-keeping, and revisal. While the importance of the
planning and establishment components of the program have previously been expounded
on, the relevance of the other tasks should be mentioned:
Experiencing the garden through mistakes and successes that would constantly
arise through garden activities is crucial to having an effective pedagogical
program, which engages and inspires the Holy Cross community.
Furthermore, the act of recording these experiences and revelations is equally as
important for future reference, and for documenting the usefulness of the garden.
Records, such as the length of the growing season, amount of crops harvested and
planted, resources utilized, and number of participants at garden events, are
necessary for constructing an annual report and for keeping to a budget.
Finally, producing an annual report and discussing how to revise and better the
program for the future is perhaps the most critical element of the first years
agenda. Holy Cross can then document its investment in the garden and what it is
receiving in return through this process. From there, the garden program can then
reevaluate itself and determine the appropriate direction to move forward in.

48

2. The second year of the garden program offers a great deal of opportunity in terms of
decision-making, networking, event-planning, and expanding. Some of the goals that
could be emphasized at this stage are:
Working to better integrate with Dining Services This involves discussing how to
hold a greater number of events with Dining to generate excitement about the sustainable
eating practices promoted by the garden. Information could also be gathered to determine
how large a garden would have to be if it were to contribute to campus meals on a greater
scale.
Adding additional infrastructure to the plots Based on the experiences and records
of the first year, it may be determined that the gardens are in need of items such as fences
to keep pests out, a larger compost bin, the addition of a vermiculture bin, or better
decorative aspects to increase the gardens aesthetic.
Networking with more organizations on and off campus Beneficial to the
sustainability and perpetuation of the garden program is the further development of
partnerships and stakeholders within the Holy Cross and Worcester communities. These
relationships could come from planning events and fundraising with different offices at
HC or Worcester non-profits and social organizations. Opportunities to promote and
connect with farmers markets in Worcester or other food-related venues also arise.
Possible application for grant funding To supplement the support that the College
could provide, additional internal funding or from outside grants could be applied for.
This money could then be used to expand the outreach capacity of the garden, start a
joint-venture with another group or college in Worcester, or institute additional
educational programs. Sources of this funding could come from the Marshall Memorial

49

Fund, Barrett Fellowship Fund, or an Environmental Protection Agency Environmental

Justice Grant.

3. In the third year, most aspects included in the previous years must carry over, and be
refined to ensure smooth operation of the program. Beyond choices to diversify and
experiment with new crops, events, or partnerships, the garden program should be at a
position where, with good management, it is an integral component of Holy Cross and
simply requires standard upkeep. This stability, and/or access to additional funding that
may have been earned through grants, offers an opportunity to expand the scope of the
project. At this point in time, two main options appear for how to extend the garden
program:
Through discussions with administration and a subsequent proposal, plans could
be made to include a garden or farm at the retreat center property in West
Boylston that Holy Cross has purchased. Consisting of 54 acres, there seems to
be an adequate amount of land on this property to accommodate a larger program
of anywhere from a quarter acre to an acre plot. This space would enable greater
community outreach and educational influence. With an area this size and
resources of this magnitude, the operation at Holy Cross could then resemble
leading and respectable programs at peer institutions, and could become
nationally known for its promotion of these values.
Another potential option for expanding the garden program is to partner with
colleges within the Worcester Consortium to form an Intercollegiate
Community Garden. Resources could be mobilized amidst these institutions to

50

secure a land grant from the Worcester Land Trust, purchase land just outside the
city, or develop a partnership with a large farm or landowner. This option would
provide a means to interconnect the schools and student bodies to a larger degree,
and to better integrate the community of Worcester.

4-5.

Years four through five, again, involve the majority of considerations from previous
years. Yet, they place a stronger emphasis on the coordination of efforts to move
forward with one or both of the expansion projects. These projects will require a great
deal of organization, cooperation, and resource mobilization. However, because of the
respectability of the expansion efforts goals, and the networking avenues into the
community and other colleges that they provide, these are manageable goals that can be
achieved.

51

Appendix B
List of Links for Budgeting Purposes:
Materials and Tools:
Garden Sheds (2) - $1000
http://www.homedepot.com/p/Suncast-Sutton-7-ft-3-in-x-7-ft-4-5-in-Resin-Storage-ShedBMS7791/203702042?N=5yc1vZbtz2
http://www.homedepot.com/p/Suncast-2-ft-8-in-x-4-ft-5-in-x-6-ft-Large-Vertical-Storage-ShedBMS5700/203702029?N=5yc1vZbu96
Spades - $6 x 5 = $30
http://www.homedepot.com/p/Fiskars-Garden-Trowel-79786966J/202352399
http://www.homedepot.com/p/HDX-10-75-in-Wood-D-Handle-Garden-Spade618009/205601391
Rakes - $10 x 2 = $20
http://www.homedepot.com/p/HDX-14-Tine-Bow-Rake-2825100/204412433?N=5yc1vZc5ru
Assorted Other Tools (Shovels, Hoes, etc.) = $50
http://www.homedepot.com/p/Ames-Welded-Garden-Hoe-2825700/204476204
Wheelbarrow - $50 x 2 = $140
http://www.homedepot.com/p/True-Temper-6-cu-ft-EZ-Pour-Poly-WheelbarrowCP6PS/204753491
Garden Gloves - $3 x10 = $30
http://www.homedepot.com/p/West-Chester-Split-Leather-Palm-with-Canvas-Back-LargeWork-Gloves-HD71020-LEPPS72/100196984

52

Composter (7cu) - $160

http://www.woodlanddirect.com/Outdoor/Compost-Tumblers/?state=2845

Composter (12cu) - $240

http://tinyurl.com/n7s6uhv

Hardwood Lumber for Beds - 14 (2 x 4) + 14 (2 x 12) = 28 x $15 - $420

http://www.homedepot.com/p/Unbranded-2-in-x-4-in-x-8-ft-Premium-S4S-Western-Red-CedarDecking-Board-W20200472440082/205714791?N=5yc1vZc3tc
Handicap accessible bed - $280
http://www.gardeners.com/buy/raised-bed-gardening-and-garden-boxes/elevated-garden-beds/
Total: $2230
Irrigation:
Optional Rainwater Collection Tank - $120
http://www.homedepot.com/p/RTS-Home-Accents-50-gal-Rain-Barrel-with-Brass-Spigot55100009005681/202403933
Optional Buckets-$5 x 3 = $15
http://www.lowes.com/pd_356492-1152-50640_0__?productId=3694238
Garden Hoses-$30 x 2 = $60
http://www.homedepot.com/p/Neverkink-5-8-in-dia-x-50-ft-Heavy-Duty-Water-Hose-860550/100661312
Total: $60 - $195
Crops:
Potential Soil Testing - $15
http://cnal.cals.cornell.edu/forms/pdfs/CNAL_Form_S.pdf
Soil for Raised Beds - $20/yd3 x 14 yd3 = $280

53

https://www.gardeners.com/how-to/soil-calculator/7558.html
https://cedar-grove.com/store
http://www.royalcrestfarmllc.com/
Seeds - $50 - $100
http://www.burpee.com/vegetables/
Total: $320 - $385

54

Appendix C

The above figure is a set of data points from Forbes list of Americas Top Colleges in 2014
(http://www.forbes.com/sites/carolinehoward/2014/07/30/americas-top-colleges-2014/). Each
point on the map represents one of the colleges in New England that has some form of
established campus garden program. On the list were 23 New England colleges, and of those, 22
institutions had an implemented program in 2014. The following page contains a list of these
New England colleges and the websites of their garden programs.

55

2014 Forbes Americas Top Colleges Those with Established Garden

Programs
Mount Holyoke College, MA
Boston College, MA
Boston University, MA
club/organic-gardening-club/
Harvard University, MA
Yale University, CT
Bowdoin , ME
Colby College, ME
Bates College, ME
Wellesley College, MA
Brandeis University, MA
Wesleyan College, CT
MIT University, MA
Williams College, MA
Brown University, RI
Connecticut College, CT
programs/sprout-garden/
Amherst College, MA
Dartmouth College, NH
Tufts University, MA
Middlebury College, VT
Smith College, MA
Trinity College, CT

https://www.mtholyoke.edu/mwce/student_garden
http://bcgarden.weebly.com/
http://www.bu.edu/sustainability/what-you-can-do/join-ahttp://garden.harvard.edu/
http://sustainablefood.yale.edu/
http://www.bowdoin.edu/organic-garden/
http://web.colby.edu/cofga/
http://www.bates.edu/food/what-is-bates-doing/victory-gardening/
http://regenerationfarm.tumblr.com/
http://www.brandeis.edu/campussustainability/communityprojects/index.html

http://www.wesleyan.edu/sustainability/students/groups.html
http://newsoffice.mit.edu/2009/gardens-0817
http://williamsgrowers.blogspot.com/
https://news.brown.edu/articles/2012/08/johnhope
http://www.conncoll.edu/sustainability/student-sustainabilityhttps://www.amherst.edu/campuslife/studentgroups/community_garden
http://www.dartmouth.edu/~esd/winter/farm.html
http://sites.tufts.edu/tomthumbsstudentgarden/
http://www.middleburygardens.org/
http://www.smith.edu/green/student.php
http://commons.trincoll.edu/communitygarden/

56

Appendix D
The following is a list of Holy Cross faculty and staff who have offered their support to this
garden effort and are willing to put in time and guidance to see that it be accomplished:

Professor John Axelson Psychology

Professor Susan Rodgers Anthropology

Professor Stephanie Crist Sociology

Professor Andrea Borghini Philosophy

Professor Catherine Roberts Mathematics

Professor Estrella Cibreiro Spanish, Dean of the Class of 2018

Professor Daniel Klinghard Political Science

Kathy Egan Assistant Director of Wellness/Promotion, Office of Dining Services

Michelle Sterk Barrett Director of the Donelan Office of Community-Based Learning

Robert T. Jones Associate Director of the Office of Multicultural Education

Fr. John Savard S.J. Rector of the Jesuit Community

Martin Dudek Associate Director of the Office of Dining Services

57

Appendix E

1.
1. Overview of Ciampi House and some of the areas that could be cultivated at this site.

2.
2. Overview of Stein Academic building and the proposed location for one of the garden sites.

58

3.
3. Visualization of one of the Ciampi House plots that could be planted.

4.
4. Depiction of the proposed Stein garden location.

59

5.
5. Example of Williams Colleges raised bed garden. This would be similar to the proposed Holy
Cross gardens structure.

6.
6. The above picture illustrates the structure of one of Yale Universitys farms. This could be a
model for plans of future growth in a five year plan for the Holy Cross garden.

60

Appendix F
To mention two items that have recently come to our attention, and that do not expressly fit in
elsewhere throughout the project:
1.) There have been efforts by two students, Anthony Criscitiello 17 and Mary Patrice
Hamilton 17 to establish a honey bee hive at Holy Cross. They have earned grants to
pursue this goal, and will be working on this activity throughout the summer of 2015. As
a project that is complementary to the goals of the proposed Holy Cross Community
Garden, we would like to coordinate both enterprises to further our combined goals. We
have agreed to cooperate as we move forward to accomplish sustainable progress at Holy
Cross.
2.) This spring of 2015, there will be a Working for Worcester project led by Andrew
McAward 15, Kevin Osgood 15, and Matthew Watson 16 to establish a community
garden at the Fanning Building in Worcester, MA. To ensure that the garden is
maintained and that the space is being utilized by effective programs, the student
organizations HEAL and Holy Cross Food Nation have expressed an interest in
cooperating to service this site. This potentially creates an opportunity to coordinate the
on-campus garden effort with off-campus gardening projects at the Fanning Building, as
well.