Faculty and Staff
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In fall, the UCLA Healthy Campus Initiative hosted a Food Day panel discussion with three experts to help us better understand the environmental footprint of our food—our “foodprint.” We followed up with the panelists to answer some outstanding questions from our audience.
Meet the experts:
Dr. Jennifer (Jenny) Jay, PhD – Professor, UCLA Institute of Environment and Sustainability
Dr. Dana Hunnes, PhD, MPH, RD – Senior Dietitian, UCLA Medical Center and Assistant Adjunct Professor, UCLA Fielding School of Public Health
Elliot Mermel – CEO and Cofounder, Coalo Valley (Cricket) Farm
1. Are there alternative options (better than beef) that are meat-based?
Beef and lamb are the most resource-intensive meats, with production resulting in 26 and 23 kg CO2-eq per kg, respectively. This includes methane emissions that occur during ruminant respiration along with the carbon footprint of the feed and maintenance of the animals. In contrast, pork and poultry produce 7 and 5 kg CO2-eq per kg, respectively. Eggs and nuts generate 4 and 2 kg CO2-eq per kg. Beans produce just 0.8 kg CO2-eq per kg. – Jenny
(In other words, poultry and pork have a smaller carbon footprint than beef and lamb; but eggs, nuts, and beans are best!)
2. People say soy is bad for you. Should we limit the amount of soy protein we eat?
Soy is not bad for you at all! Asian countries eat a ton of soy and they are some of the healthiest long-lived people! I’m more worried about the naturally-occurring hormones in dairy products than I am in soy. – Dana
3. What is the “role” of packaged/processed food in this conversation (e.g. vegetable chips, etc.) or is the message that we need to emphasize cooking and preparing meals from scratch?
Eating as close to nature as possible is best. Cooking and preparing meals from scratch is always healthier than restaurant or packaged foods. However, looking for packaged/processed foods with as few ingredients as possible, recognizable ingredient names, and that are also low in sugar and salt can also have a place in the diet. For instance, frozen fruits and vegetables with no added ingredients can be just as nutritious as fresh. – Dana
4. What are the best nutrient rich grains and foods to incorporate into a plant-based diet? I know a few: quinoa, amaranth, lentils, mung beans.
Farro, bulgur or barley, split peas, whole-grain/brown rice, black beans—almost any type of bean really! Wheat berries, spelt, etc. – Dana
5. I’ve heard feeding seaweed to cows reduces methane production. Is this technique legit?
Livestock are responsible for a huge fraction, 44%, of anthropogenic methane, a greenhouse gas with much more warming potential than carbon dioxide. There is some recent work showing that in a laboratory simulation of a cow’s digestive system, additions of relatively small amounts of seaweed (equivalent to 2% of the cattle feed) did result in greater than a 70% decrease in methane production. Some work with live sheep also has shown significant decreases.
The technology is new, so long term impacts on productivity and animal health have not yet been evaluated. Also, this technology would only apply to the feedlot segment of the animal’s life. Typically, cattle spend most of their lives on pasture and then move to a feedlot for “finishing.”
It is important to note that due to methane production throughout the lifespan (pasture and feedlot), the carbon footprint of ruminants is much, much higher than that of other protein sources (see my response to question 1). Even with the substantial reduction of methane from ruminant respiration during the feedlot period, there are still more climate friendly ways to gain protein. – Jenny
6. What should we do with our food waste if we don’t have access to compost bins?
Given the important role that reducing food waste can play in lessening our “foodprint,” we can all strive to get better at generating less waste. For example, we can take plastic containers with us to restaurants, which encourages us to pack up and eat later what we might have thrown away. This saves the disposable take out containers as well!
Careful meal planning does take time, but it provides huge benefits in the way of reducing waste, increasing our consumption of healthy foods (and decreasing our reliance on those typically less-healthy last minute options), and saving money.
Try to spend some weekend time deciding what you’ll eat during the week. You might really like the extra time this gives you to buy and prep the foods you’ll be eating. If you do tend to change plans a lot, you’ll need to be careful with buying perishables. Remember you can always freeze your veggies and leftovers.
Finally, it’s great to learn how to make a simple soup that can help you use up stray veggies, beans, and pasta in your fridge. This can be as simple as boiling up veggies in broth, and running it through your blender. Cashews and white potatoes will add a creamy texture. Similarly, smoothies will help reduce fruit and greens waste—you can freeze fruits and greens ahead, and then spin them up for a quick and healthy breakfast. – Jenny
7. Is eating insects really a promising alternative to conventional meats?
Traditional diets across Asia, Africa, and Latin America incorporate insects as important sources of protein—often as delicious delicacies! While the act of eating insects is not yet a widely appreciated source of sustainable protein in the western world, with dwindling land, water, and resources and trending environmental-consciousness, insect consumption is more than just a fad; it’s the food of the future.
Tens of millions of dollars has been injected into the edible insect industry across North America and Europe over the past few years and hopefully this belief in sustainable protein production will trickle down to the plates of consumers. – Elliot
8. How many crickets would you have to eat to make the protein gained in beef? Does this offset environmental benefits?
Comparing raw crickets and raw beef, per 100g, crickets have 8-25g of protein while beef has 19-26g of protein. In general, insects require six times less feed than cattle to produce the same amount of protein and emit less greenhouse gasses.
From personal experience and basic research, I say that there are many environmental benefits (less land use, water and feed use, greenhouse gas emissions) of raising crickets compared to traditional techniques of beef production. – Elliot
9. Can you talk about DIY, home-based insect production? Are you thinking about offering classes in mealworm husbandry?
One of the toughest parts of insect farming is dialing in the variables specific to the space you are raising them in. Since this is a natural aspect of all DIY projects, I encourage people to take the leap and go through the trial and error period. There are many open-source forums online that can help solve problems.
We are willing to offer basic help to anyone in need of insect raising advice but keep in mind that the majority of hindrances in an individual’s farming will be lack of insect-specific equipment, a market that is still in its larval stages. – Elliot
“Sustainable diets are those diets with low environmental impacts which contribute to food and nutrition security and to healthy life for present and future generations. Sustainable diets are protective and respectful of biodiversity and ecosystems, culturally accepted, accessible, economically fair and affordable; nutritional adequate, safe and healthy; while optimizing natural and human resources.” – Food and Agriculture Organization of the United Nations
Written by Hannah Malan, Graduate Student Researcher, EatWell
Written by Carly Randolph
1. What degree/program are you pursuing at UCLA?
My name is Carly Randolph and I am currently pursuing my Masters in Public Health at the UCLA Fielding School of Public Health. I am in my second (and final!) year of the program. My focus is in Community Health Sciences and I am especially interested in nutrition, stress, diabetes, and chronic diseases.
2. What is the Global Food Initiative Fellowship?
The UC Global Food Initiative (GFI) was launched by President Napolitano in 2014. It asks each of the 10 UC campuses to think critically about how we can nutritiously and sustainably feed a population that is expected to reach 8 billion by 2025. This issue is of direct importance to the UC community, where food insecurity among students and staff is of growing concern. The GFI Student Fellowship program provides funding to students working on research, internships, or other projects with a focus on food.
3. Can you tell us a bit about your project as a GFI Fellow?
During the summer of 2016, I worked for the Los Angeles County Department of Public Health (LACDPH) in the Division of Chronic Disease and Injury Prevention Research and Evaluation Unit. I was able to get my feet wet in a variety of projects surrounding research, evaluation, and health education! I assisted with several projects pertaining to increasing healthy food options for consumers (employees, hospital visitors, and locals) and I researched traffic light classification systems for food, contract and solicitation processes, and tool validation techniques. During one of my projects, I created a recommendation sheet for the County to use in developing a traffic light classification system for food at County institutions and universities, where food is easily classified as healthy or unhealthy based on a red, yellow, green classification system. I also worked on gathering food environment, demographic, and geographic information on several County institutions and hospitals in order to assist the Culinary Institute of America (CIA). My favorite part of my internship was that I was able to participate in health education events at grocery stores, conduct key informant interviews with store-owners, and attend focus groups at a healthy food business conference.
4. What inspired you to get involved in this project?
My mom has struggled with diabetes ever since I can remember, and I have watched her have pick and choose specific foods to eat or not to eat as a result. Because of this personal connection to diabetes, I became especially interested in how nutrition and diet can mitigate some of the effects of diabetes. After taking a tour of LACDPH and learning about the nutrition and diabetes research performed there, I thought it would be the perfect fit for me!
5. What has been most rewarding about your experience thus far?
The most rewarding part of my experience was attending health education events at Northgate grocery stores. I was able to take children on tours of the produce section of the grocery store and play a scavenger hunt game with them. They had to go find certain fruits and vegetables and I would explain nutritional facts to them about each fruit or vegetable they found.
6. How does your work relate to the broader vision of the GFI?
My work relates to the broader vision of the GFI since it addresses food security through providing the Los Angeles community with information about healthy food and access to nutritious food. My work surrounding healthy food procurement and nutrition education serves as a method to reduce food insecurity and address nutritional needs of Los Angeles citizens.
7. How can other students get involved in this issue or topic?
Other students can get involved in this issue by either working in collaboration with the Division of Chronic Disease and Injury Prevention or performing their own research on methods to implement healthier foods into various institutions, restaurants, and cafeterias.
8. What’s one of your favorite articles, documentaries, books, or video clips about food?
One of my favorite articles about food is “Do We Waste A Lot Of Pumpkins We Could Be Eating?” I love the taste of pumpkin and thought this was fascinating since pumpkins can be used in so many different ways, rather than being wasted and thrown away.
9. Anything last thoughts you would like to share?
I learned so much during my field studies and I am excited to continue to share all that I have learned with other GFI fellows, as well as with the general public. Feel free to contact me at carlyrandolph2@gmail.com with any questions or ideas you may have!
By Meghan O-Connell
What degree/program are you pursuing at UCLA?
I’m a second year graduate student pursuing my Master’s in Public Health. I study nutrition and food systems because I think the food we eat is integral to our health and well-being.
What is the Global Food Initiative Fellowship?
The UC Global Food Initiative (GFI) was launched by President Napolitano in 2014. It asks each of the 10 UC campuses to think critically about how we can nutritiously and sustainably feed a population that is expected to reach 8 billion by 2025. This issue is of direct importance to the UC community, where food insecurity among students and staff is of growing concern. The GFI Student Fellowship program provides funding to students working on research, internships, or other projects with a focus on food.
Can you tell us a bit about your project as a Fellow?
As a GFI Fellow, I spent my summer working with Seeds to Plate, a volunteer organization based at Mark Twain Middle School in Mar Vista, CA. Six years ago, Seeds to Plate created a gorgeous 1/3 acre garden at Mark Twain that they use as a living classroom. Their mission is to “create and maintain a school garden that is integrated into the academic environment. The garden promotes a healthy food culture, nurtures physical and mental well-being, and provides hands-on gardening and eating experiences for students, families and staff to foster mutual respect, appreciation of diversity, community spirit, and sustainability of the earth.”
Seeds to Plate has a growing body of lessons that teach core subjects (math, science, history and language arts) through exploration of the garden. This summer I helped developed their curriculum.
How do school gardens align with the GFI’s mission?
Gardening can have a meaningful impact on many aspects of a student’s well-being. A 2009 review of 11 garden-based interventions found that working in a garden helps students build self-efficacy, fosters positive mental and emotional health, and aids in the formation of healthy eating and physical activity habits.
The review determined that youth who participate in school gardens experience a connection with nature that often results in successful academic and personal outcomes by building critical knowledge, attitudes and skills. Growing their own food also increases students’ willingness to try fruits and vegetables. Plus, they get a chance to be physically active in the process.
Teaching students from a young age to grow their own food, appreciate nature, and feed themselves nutritious food can go a long way to ensuring future generations approach food self-sufficiently and sustainably.
Can you talk about your favorite lessons that you worked on with Seeds to Plate?
Every lesson has three components: a classroom presentation, a hands-on gardening activity, and a healthy snack. My favorite lesson I worked on is a 7th grade history lesson on the Columbian Exchange. The lesson begins with the students taste-testing a batch of very basic guacamole, using only the ingredients native to the Americas: avocados, tomatoes, and jalapenos. Students are asked to identify the flavors they think are missing. They are then presented with a map of the world showing the place of origin of most of the edible crops they see at the grocery store or farmers’ market today.
A discussion follows that touches on the major economic and social effects of the Columbian Exchange on Eurasia, Africa and the Americas. Students are asked to think critically about colonialism, the globalization of our food system, and how the exchange of food crops during and after the Columbian Exchange impacted the foods we eat today. Finally, students get a chance to go out in the garden and harvest the remaining ingredients for their guacamole (onions, garlic, cilantro, and limes). They finish making it together and then eat it with corn chips.
I loved this lesson because it got the students thinking critically, being physically active in the garden, working on their cooking skills, and trying a healthy snack all at the same time. It was exciting finding ways to use their own garden to teach the students more about the world and to make them aware of the origins of ingredients that they eat all the time.
Some other favorite lessons include a math lesson that lets students plan and plant their own garden bed to learn about perimeter, area and volume, a science lesson that uses peas from the garden to teach about Punnett Squares and genetics, and a history lesson that challenges students to design their own irrigation system after learning about agricultural techniques in Mesopotamia.
What was most challenging part of your fellowship?
This project was definitely a challenge for me. I have previous experience working in schools — I worked at a secondary school in Kyrgyzstan while I was in the Peace Corps helping to develop their English as a Second Language and Health curriculums. But this was my first time working in a garden and with the Common Core standards. I also had to familiarize myself with the 6-8th grade curriculums for math, science, history and language arts. Trying to develop interactive lessons that incorporated all of these elements was pretty tough!
Most rewarding?
Getting to see the students participate in lessons I worked on was a great experience for me. I think there is so much value in learning that happens outside of the traditional classroom. I watched core subjects come alive for students when they could actively experience them instead of just reading about them from a text book. The garden became a space for students to explore learning outside of their comfort zones. The lessons teach students to explore nature with inquisitiveness and appreciation instead of fear, disgust, or indifference. They learn about each component of their garden’s ecosystem, from the soil, to its water source and climate, to the birds and insects that pollinate the plants, to the fruits and vegetables that they plant and watch grow.
The garden helps establish healthy social norms in their school and provides them with the knowledge and skills they need to form healthy habits. When students learn what it takes to grow their own food they understand its value in a way that is not possible to comprehend by eating a bag of chips in front of a television screen.
I was honored to work with Seeds to Plate this summer and to see firsthand the benefits of garden-based education in middle school students. Their future goals include implementing a basic version of their curriculum in other neighboring schools. The opportunities they provide students at Mark Twain are so valuable and I am excited to see the program grow!
How can other students get involved?
You can learn more about Seeds to Plate here. They are always looking for volunteers!
Photo via Meghan O’Connell