The document proposes the construction of an Agricultural Center for Environmental Studies (ACES) at Haverford College. ACES would include a greenhouse, classroom, and outdoor space to promote interdisciplinary and experiential learning around issues of food justice, agriculture, and sustainability. There is strong student interest in environmental and agricultural issues as demonstrated by existing student groups. ACES would unite these groups and provide resources to collaborate on shared goals. The proposal requests support from the Board of Managers to include ACES in the college's master plan and fundraising goals in order to meet student demand and further integrate environmental education into both the academic curriculum and extracurricular activities.

1. Operation Greenhouse:
Building the
Agricultural Center for Environmental Studies (ACES)
Stuart Hean, Claire Perry, Catherine Schepp, Alice Thatcher, and Jan Vanous
on behalf of the ENVS 397 2013 class
Advisor: Prof. Helen K. White
Prepared for the February 2014 Board of Managers Meeting
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2. Table of Contents
Overview 3
Proposal 3
Background 4
Student Interest 4
Academic Support 5
Community Connections 6
Institutional Environmentalism at Haverford 7
Spatial Considerations 9
Operations 10
Funding 11
Acknowledgements 12
Appendix 1: Greenhouse Budget 14
Appendix 2: Funding On­Campus Farms 18
Appendix 3: Student Involvement by the Numbers 21
Appendix 4: Greenhouse Efficiency 22
Appendix 5: Awareness Campaign 26
Appendix 6: Senior Seminar in Environmental Studies 27
2

3. Overview
The Agricultural Center for Environmental Studies (ACES) is a year round educational space designed to
integrate agricultural education into the academic and extracurricular lives of Haverford and Bryn Mawr
(Bi­Co) students, faculty, staff, and community members. With a focus on interdisciplinary and
experiential learning, ACES provides a home for the rapidly growing Environmental Studies (ES) program
and encourages participation from students outside of the ES program. A significant number of Bi­Co
students are already involved in environmentalism on campus (see Appendix 3) and ACES invites these
students and other members of the community to engage with issues of food justice and local, progressive
agriculture.
Located on the southwest side of campus, ACES will feature a greenhouse, classroom, and outdoor
seating space. It is equipped for scientific research, gardening, food production, and one­on­one
meetings with advisors and students. Through tutoring programs and partnerships with local food banks,
Bi­Co students are able to develop leadership skills and relationships with the surrounding community.
ACES’ student­run internship program builds the next generation of environmentalists with a focus on
sustainable farming techniques and community involvement.
Proposal
Haverford’s current agricultural space (two small beds around 5,000 sq ft. in size, located next to the
Haverford College Apartments) is insufficient to meet current student interest in the environment and
agricultural issues. To unite students around these issues, create a dynamic environment for
interdisciplinary collaboration, and bring Haverford students to the forefront of environmental education,
we propose the construction of a polycarbonate greenhouse and attached classroom space near the
current community gardens located next to the featherbed athletic fields. This project, ACES, will serve
as a learning laboratory for a multitude of student groups and classes and will establish Haverford College
as an important player in dialogues about sustainability at liberal arts colleges.
With this document we are requesting the support of the Board of Managers in moving our plan towards
completion. We ask that the Board of Managers support this plan by including it in the Master Plan and
place it at the forefront of the College’s goals. We also request that this project be added to Institutional
Advancement’s primary fundraising goals for 2014 as it falls squarely within the College’s mission to
develop a more focused environmental campaign.
This has been a collaborative project between the members of the ENVS397 Senior Capstone Class.
This report synthesizes our work thus far and has been compiled for the February 2014 Board of
Managers meeting. Additional proposals on specific projects can be provided upon request and any
questions can answered by the appropriate group. For abstracts from the specific projects please see
3

4. Appendix 6. We are all happy to answer any questions that may arise.
Background
STUDENT INTEREST
Haverford is home to a plethora of student environmental groups, many of which focus on agriculture and
local food. Already existing initiatives that demonstrate strong student commitment to environmental
issues on and off campus include the following:
● The League of Student Gardeners expanded their plot at the Haverford College Apartments
(HCA), this past summer to increase area under cultivation from approximately 3,000 sq ft. to
approximately 5,000 sq ft., increasing the food production capacity of the space. Food produced
in the apartment gardens went to volunteer workers living in HCA over the summer.
● eHaus hosts a local foods supper every Thursday and this year over 60 students attended its
annual Thanksgiving Potluck, co­hosted by Culinary House.
● ETHOS (Equal Trade Homegrown Organic Sustainable) Food Initiative continues to involve
students in issues of food justice and sustainable agriculture by hosting events such as meals
catered by on­campus sustainability groups and local businesses, discussions on food justice, and
film screenings.
● Haverfordians for a Liveable Future promotes dialogue around social responsibility and the
college’s endowment.
● The Center for Peace and Global Citizenship regularly funds student internship projects around
issues of environmental justice. Notable among these internships are the Weaver’s Way internship
(Philadelphia) and the Haverford Garden Initiative internship at Haverford College.
● The Committee for Environmental Responsibility (CER) has funded and run a composting trial
to compost waste from the Dining Center. This effort was organized predominantly by student
members of CER.
● In October, Haverford sent 11 students to Powershift, a nationwide climate summit for
undergraduates. These students came back with community organizing experience and increased
knowledge of environmental justice, skills that they already putting into practice on Haverford’s
campus through initiatives like the ETHOS Food Initiative.
There are a number of environmental groups at Haverford which serve as hubs for student involvement
However, these groups have been limited by a lack of cohesion and resources. ACES provides not only a
physical meeting space for these students, but a program around which members of various groups can
come together to build their capacity for collaboration on issues of environmentalism, food and social
justice, and “greening” the campus. Through ACES, students can engage with agriculture in a variety of
ways and work together more productively. For example, ACES can serve as a training ground for
CPGC interns pursuing agricultural projects, or eHaus could use produce from ACES for its weekly
4

5. fmeals. For more information about student involvement, see Appendix 3.
To gauge interest in ACES two members of the Fall 2013 Environmental Studies Senior Seminar
(ENVS397), Aaron Levine and Celia Ristow, organized events and invited feedback from the student
community. With support from the ENVS397 class they tabled at plenary and hosted a community forum
in Ryan Gym, a sign painting party at eHaus, and a cover cropping day at the proposed site for ACES
with live music. In total 81 people attended the events, those who expressed interest are now part of our
growing email list serve for future engagement with the space. Based on feedback from and attendance at
these events, we feel there is particular student interest in the ACES project. Furthermore, Marie
Greeney and Shannon Murphy (also from ENVS397) created a comprehensive advertising campaign for
ACES which was displayed in various locations on campus this past fall. Examples of Shannon and
Marie’s work can be found in Appendix 6 and the Table of Contents.
ACADEMIC SUPPORT
The incorporation of ES into the curriculum at Haverford College began in 2008 when the Andrew J.
Mellon Foundation gave the College a matching grant for three new endowed faculty positions in ES.
Since then, ES has grown at Haverford College and in collaboration with colleagues at Bryn Mawr
College and Swarthmore College, a new Tri­College program in ES was introduced in Fall 2011 to both
expand course offerings and enrich the intellectual capacity of the program. With the first class of
Haverford ES minors graduating this year, it is an appropriate time to reflect on the program and the
progress it has made over the last 5 years as well as envision ways in which the program may grow in the
future. ACES is one such example of future growth in ES as it provides a forum and physical location for
these curricular connections to deepen and expand.
To further explore the connections between ACES and the academic curriculum, ENVS397 participants
Minna Yoshikawa and Darwin Keung reached out to 35 faculty, six of whom expressed academic interest
in ACES. In particular, Minna and Darwin have been in conversation with the following professors about
integrating the greenhouse and ACES into their courses: Kimberly Benston (English), Jonathan Wilson
(Biology), Joshua Moses (Anthropology), and Helen White (Chemistry). Several of these professors have
already begun to develop strategies for integrating ACES into existing courses, with help from Minna and
Darwin. For example, they worked with Professors Jonathan Wilson and Joshua Moses to develop an
ACES­centered agriculture and sustainability unit for the introductory course Case Studies in
Environmental Issues (ENVS101) and have drafted a syllabus, recommended readings, and designed
both academic and interactive ways to engage with the space.
In their final report Minna and Darwin note that:
These sources of enrichment through hands­on learning and insights into agriculture are also well
aligned with Haverford’s endorsed “Educational Goals & Aspirations.” Consistent with
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6. Haverford’s Quaker motto of “not more learned, but imbued with better learning”
(Haverford College, 2010), the experience­based learning that ACES provides will be woven into
lecture­based curriculum in efforts to enhance the quality of students’ learning. This move towards
the implementation of hands­on learning is also consistent with the recent initiative to include a
praxis component in Haverford’s curricular requirement for graduation. Though this proposed1
addition must go through more processes to reach fruition, ACES would work hand­in­hand with
the requirement to provide avenues for hands­on work. By serving as a catalyst for analyzing
global and local issues and by fostering ecological responsibility, ACES also aligns with the
Haverford’s encouragement that students put “learning into action for greater ethical purposes.” 2
In light of the curricular benefits of ACES and the opportunities it presents for growth, we hope
that ACES will become a valued and permanent component of Haverford’s education. By
establishing the space in the academic curriculum, it is also hoped that the inclusion of ACES in
various courses will work towards ensuring the longevity and expansion of the project. Though
students will be the driving forces behind the maintenance and growth of ACES, we hope that
faculty and staff involvement will reinforce the intellectual merits of the space and help to secure
overall institutional support for ACES in the long­term.
The support from faculty for this project is exciting and is a core strength of ACES. The greenhouse and
headhouse facility are especially important for sustaining academic connections as the building provides a
meeting space for academic conversations and the greenhouse extends the growing season into the colder
months of the academic year. The greenhouse provides a controlled environment to conduct specific
academic research whereas the farm’s outdoor space invites students to ask broader environmental
research questions. Together, the farm space and greenhouse create a symbiotic learning laboratory for
students to engage in multidisciplinary academic inquiry.
COMMUNITY CONNECTIONS
There are three core ways in which ACES has been constructed to partner with the outside community,
however, the possibilities for growth and change in this area likely extend beyond this. The current plans
are as follows:
Haverford College Mentoring and Student Teaching (MAST) Program
Haverford College’s MAST program provides laboratory experiences and writing tutorials for 40­50
Philadelphia area high school and middle school students who come from backgrounds traditionally
underrepresented in the sciences. Members of ENVS397, Paige De Rosa and Amanda Beardall, with
support from this year’s MAST coordinators, have designed three possible modules for the program.
Two modules focused on more hands­on laboratory approaches including designing a rain garden, and
examining phosphorus in plants, whereas the other module on food justice is more applicable for a writing
1
Benston, K. (2013). Personal communication.
2
Haverford College. (2010). “Educational Goals & Aspirations.” Haverford.edu.
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7. tutorial. Together, these modules blend hands­on learning with reading, research, and reflection related to
agriculture and the environment (see Appendix 6).
Community Building Around Agriculture
The ACES space is adjoined to the Community Gardens in the South of campus and as such, there are
many opportunities to engage with the other plot gardeners through special events and a possible
volunteer based Community Supported Agriculture (CSA) program. Fern Beetle­Moorcroft from the
ENVS397 class led the initiative in talking to community members who helped inform an initial plan for the
layout of the space and community integration. This included improving the accessibility and
approachability of the space as well as community building events such as work/harvest days, workshops
and inclusion of the Serendipity Day Camp, Ardmore House and the Phoebe Thorn School. Fern also
developed a more extensive five year plan, which adds another access point to the space, making it
possible to lead walking tours from a public park, talks, and more involved community partnership
programs.
Ardmore Food Bank
After many conversations with emergency food providers in the Philadelphia area, Chelsea Mitchell of the
ENVS397 class has set the stage for a partnership between ACES and Ardmore Food Bank. Ardmore
Food Bank is a small food pantry run by St. Mary's Church on Ardmore Avenue which serves around
25­35 people per week who face food insecurity right outside our campus. St Mary’s is flexible about
quantity and type of donation accepted and are enthusiastic about the prospect of fresh, local produce.
The current plan intends that around 30% of the yield will be given to Ardmore Food Bank.
INSTITUTIONAL ENVIRONMENTALISM AT HAVERFORD
Haverford College has deep agricultural roots which extend back to 1833 when the committee of
Philadelphia and New York Friends purchased farmland to open the school. In the early days, each
student was assigned a garden plot, which they were expected to work on in the afternoon after classes.
Since then the College’s commitment to environmentalism has fluctuated, but farming and an appreciation
of the Earth have remained core to Haverford’s identity.
Haverford was recently included in the Princeton Review’s “Guide to 322 Green Colleges.” This
demonstrates Haverford’s commitment to environmental issues as well as the growing interest of
applicants in attending environmentally conscious schools. However, Haverford trails behind its peer
institutions. In the 2011 College Sustainability Report Card, Haverford was one of four top liberal arts
schools to fall in the B range, while the other six colleges were in the A range. Given this room for3
3
Top ten liberal arts colleges as based on the 2013 US News Report Rankings
7

8. improvement, Haverford’s recently renewed commitment to environmentalism is exciting. ACES wishes to
capitalize on this energy and, as such, is a timely addition to the College’s agenda.
We feel this proposal is well aligned with the college’s priorities as it falls under one of the Master Plan’s
four “new dynamic areas of learning: environmental studies” as outlined by the Faculty Committee on
Academic Enrichment. ACES falls squarely within these objectives. Below, we have outlined specific4
ways in which the ACES program aligns with the stated goals (in italics) of the College.
To cultivate faculty­student collaboration, creativity, and scholarship at all stages of the
Haverford experience through:
● Partnering faculty and students in innovative exploration and critical reflection.
At its core, ACES is a way to dig deeper into the already interdisciplinary field of ES while
allowing students to thoughtfully engage with both faculty and the larger community.
● Improving the freshman and sophomore experience through deeper and more integrated
and flexible curriculum.
We have begun talking to the Customs Co­Heads to integrate ACES and environmentalism more
generally in to the Customs Week experience. Two of the ES professors (Helen White and Jon
Wilson) have offered to host a “Seminar with Faculty” at the farm to introduce freshmen to the
space during Customs Week. Beyond the first week, ACES will be integrated into the curriculum
of the Introduction to Environmental Studies course (ENVS101) which will help expose more
students to the space.
● Enhancing cumulative skill building and expanding extra­curricular scholarship through
symposia, summer research, and internships.
This proposal and budget (see Budget Section) include five years of funding for a paid student
coordinator, as well as for three unpaid assistant interns who will have a chance to gain hands­on
learning experience in managing an agricultural space. Additionally we are in collaboration with the
CPGC to redesign the current garden intern position to also include work with ACES. Finally,
Philadelphia houses a robust urban farming community and ACES affords the unique opportunity
to learn from these experts through on­campus special events and symposia.
● Providing access to novel and contemporary methodologies that open new areas of
learning.
As described in the Academic Connections section, ACES allows for hands­on learning coupled
with academic rigor. The headhouse (classroom) and greenhouse combination is a physical
manifestation of how experiential learning meets academia.
● Adapting the curriculum to fit the needs of an increasingly diverse student body.
Issues pertaining to the environment and sustainability are increasingly important to Haverfordians
and college students nationwide. Providing a space for interdisciplinary inquiry of this kind is of
4
Haverford College Campus Master Plan. Publication. Venturi, Scott Brown and Associates, Inc., Jan.2009. Web.
8

9. interest to many students.
(Master Plan, 2)
Given the connections across academic disciplines and extracurricular projects, the ACES proposal is
well aligned with the stated goals of the College. We see ACES as a key first step in driving a more
focused engagement with environmental issues on campus, something particularly noted in a recent email
from the Board of Managers, quoted below:
The Committee on Investments and Social Responsibility (CISR) concluded its deliberations
on a proposal to divest Haverford’s endowment assets from companies in the fossil fuel
industry. CISR presented a unanimous recommendation to the Board to decline that
proposal while simultaneously charging the College to undertake more focused
engagement on issues of environmental responsibility. 5
Because of the unique organization plan of ACES (see Operations) and commitment to both
extra­curricular and academic aims, we see the greenhouse as being a core learning laboratory where
students, faculty, and the community will be able to engage with key environmental issues related to food
and agricultural practices.
Spatial Considerations
This section details the spatial logistics of ACES in hope of grounding the project in its physical place. It
also provides basic information about this location, the Master Plan, and Haverford Township Zoning.
PHYSICAL LOCATION
ACES takes advantage of an underutilized space on campus and helps to revitalize the community garden
space after it was paved in the summer of 2013. The 60ft. x 30ft. greenhouse (1,800 sq ft.) and attached
20ft. x 20ft. head house (400 sq ft.) will be located between the community gardens and Upper
Featherbed Field in the East/West orientation. The greenhouse will be coupled with a garden plot, some
40 ft. x 120 ft. of which have already been allocated for student use. Trees will be planted between the
structure and the nature trail in order to minimize impact on the neighbors’ views.
In the image below, the ACES box indicates where the greenhouse and headhouse buildings are planned.
5
Koshland, Catherine P., Howard W. Lutnick, and Daniel H. Weiss. "Report from the October 2013 Meeting of the
Board of Managers." Message to HC­students­broadcast. 5 Nov. 2013. E­mail. Emphasis ours.
9

10. THE MASTER PLAN
The Haverford College Campus Master Plan, published in 2009, notes that “the master plan will serve as
a living document and decision making tool, providing guidance for the development of the college will into
the future. [...] The plan aims to be comprehensive, historically responsive, and environmentally
proactive.” 6
Presently, the proposed ACES location is slated for possible development as an athletic facility. We7
would like to see this area expanded and used to represent the objectives of the college to increase
environmental awareness and sustainability. As such, we seek approval from the Board of Managers to
allocate this space for the ES program and move the potential athletic facilities elsewhere as needed.
ZONING
This area is zoned by Haverford Township as “institutional.” As such, we do not foresee any problems8
with zoning. Note that the nearby Arboretum’s greenhouse facility did not require special zoning
permission.
AMERICAN DISABILITIES ACT
This space will be built in accordance with regulations established by the Americans with Disabilities Act
of 1990.
Operations
We see ACES as more than a physical entity and location. ACES is an organization structure to manage
6
Haverford College Campus Master Plan. Publication. Venturi, Scott Brown and Associates, Inc., Jan.2009. Web.
7
Haverford College Campus Master Plan. page 66­67
8
"Chapter 182­602: Zoning­ Institutional." Haverford Township Code. Haverford Township, 2013. Web
10

11. the farm and environmental initiatives on campus. A continuous, flexible, and thoughtfully managed plan is
essential for keeping the farm and greenhouse running smoothly; this section provides an overview of that
plan.
ACADEMIC YEAR
During the academic year ACES will be managed by the Director of ES, currently Professor Helen White.
Four students (three interns and one paid program coordinator) will work under Professor White’s
supervision to facilitate the management of the greenhouse and the outdoor plots. The coordinator
oversees the greenhouse’s operations during the school year, which include planning, planting and tending
crops, coordinating use of the space by other student groups such as ENVS101, Earthquakers, and 8th
Dimension. The work of the interns varies, but will include coordinating volunteer labor and providing
necessary upkeep and maintenance of the farm. ACES provides a structured opportunity for students to
learn important project management skills and the presence of a paid student position makes participation
in farming accessible to students of all socioeconomic backgrounds. The funding for the first five years of
this position are included in the attached budget (Appendix 1).
In later phases, ACES will connect students to off campus organizations, a vital but often overlooked part
of a well rounded education. Potential future partnerships include MAST, Serendipity Summer Camp,
Ardmore Food Bank, and local farms. These projects will be managed by the student coordinator. For
more information on these projects see the Community Connections section of this report.
SUMMER
During the summer, maintaining the farm becomes much more labor intensive as there are fewer people on
campus to work on the farm and it is the primary harvest season. One intern is selected and funded
through the CPGC to work at Haverford over the summer as the Garden Intern. Once the intern is
selected in early spring, he/she will begin working with Professor White and the current ACES
coordinator to learn about the work he/she will be undertaking during the summer. The summer intern is
responsible for facilitating food production and distribution, in addition to maintaining the agricultural
spaces on campus, which include the two smaller beds in the Haverford College Apartments. The
summer intern position can be adapted to the strengths and interests of the intern, and may include
interacting with outside organizations such as the Ardmore Food Bank or leading activities for Serendipity
Summer Camp.
THE FIRST YEAR
In October, the students of ENVS397, in collaboration with the League of Student Gardeners, hosted an
event at the farm where students planted a cover crop so that the ground would be ready to plant come
spring. This spring marks the first year of a new garden management plan, designed by ENVS397
students David Robinson, Siena Mann, and Nell Durfee. These students spent the semester researching
permaculture, agroecology and integrated pest management and have crafted an extensive crop rotation
plan that will allow the space to be used sustainably and efficiently. David and Siena will manage the
11

12. garden plot this spring and are looking forward to passing on their agricultural knowledge to the next
generation of Haverfarmers. For a more detailed explanation of David, Siena, and Nell’s plan, see
Appendix 6.
Funding
This section explains our current progress towards funding the greenhouse, headhouse, and student
worker. Our budget (Appendix 1) was created with feedback from Don Campbell, Director of Facilities,
and external contractors from Rimol Greenhouses. We have also conducted a comparative study to
evaluate our funding goals in comparison to those of farms at other academic institutions (Appendix 2).
BUDGET
The costs associated with purchasing, installing, and maintaining the greenhouse are of primary concern in
discussing the feasibility of ACES’ mission. With the assistance of professionals working within and
outside of Haverford, we have drafted a comprehensive budget encompassing the total $226,000 cost of
the greenhouse project. The budget is attached in Appendix 1.
FUNDING
At the time of writing, we have raised $28,000 toward our goal. We have received generous grants from
President Dan Weiss’ Office ($25,000) and from the Students Council Facilities Fund ($3,000). We
hope to raise some additional funds via on campus fundraising in the spring, but hope that the bulk of this
project can be funded with support from the Office of Institutional Advancement. We have had
preliminary conversations with Ann West Figueredo, Director of Leadership Gifts, and John Mosteller,
Assistant Vice President for Academic Resources. We request that the Board of Managers put this
initiative on the list of Institutional Advancement priorities.
GRANTS
There are no external grants that we are eligible for at this time. At present, many foundations have opted
to fund programs with strong social justice aspects or programs that already involve the local community,
rather than provide capital contributions. At its current stage, ACES is not in line with those strategic
goals, but we expect that as ACES grows and as we further develop partnerships with outside
organizations, we will be eligible for funds that allow ACES to build its capacity for working with nearby
populations and issues of environmental justice.
Early on in the process of securing funding, we investigated the possibility of applying for several grants.
Of those grants that seem most in line with ACES mission are those offered by the USDA National
Institute of Food and Agriculture (NIFA), and the Sustainable Agriculture Research and Education
(SARE) program. Although most grant foundations prefer to fund programs, these organizations would
potentially be able to offer capital support or, more likely, programmatic support in the future.
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13. Acknowledgments
The ACES project would not be at the stage it is now without the countless hours of effort collectively put
into making it a reality. The Senior Seminar in Environmental Studies (ENVS397) Class came up with the
idea of the ACES space as a class project to better use the underutilized community garden at Haverford
College. The class divided into a vision group, planning group, academic connections group,
communications group, Tri­Co outreach group, and beyond Tri­Co outreach group. Each group
respectively contributed to the current and future plans of the ACES space. The Director of the ES
Program at Haverford, Helen White, was key in channelling the student’s energy surrounding the project
in a productive and level­headed manner. Assistant Professor of Biology, Jonathan Wilson, cooperated
with those in the academic connections group; helping to come up with possibilities for the ACES space
to be incorporated into the Haverford curriculum. Students from the Introduction to Environmental Studies
class (ENVS101) provided further student support for the project and helped bring fresh ideas to the
table. President Dan Weiss and his Chief of Staff, Jesse Lyttle, gave key financial support to the ACES
project and gave the project legitimacy in the eyes of Students Council and Institutional Advancement.
Institutional Advancement has been in conversation with us about ways to acquire the remaining financial
support needed to make ACES a reality. Interim Provost of Haverford College, Kim Benston provided
the academic approval and support necessary to establish the legitimacy of the ACES project. Don
Campbell, Director of Facilities and Claudia Kent, Assistant Director of Facilities Management,
Sustainability and Grounds were both very helpful in providing feedback on the project; explaining the
logistics of running the ACES space and explaining how ACES will have to work with facilities. Finally,
CPGC domestic and international coordinators, Janice Lion and Chloe Tucker are helping us redesign the
CPGC garden intern position to incorporate the ACES space. We would like to give a big thanks to all of
these people involved in the ACES project.
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14. Appendix 1
Greenhouse Budget
November 2013
The following is a budget for a 60ft. x 30ft. greenhouse (1,800 sq ft.), to be located between the
community gardens and Upper Featherbed Field in the East/West orientation. Also included is a budget
for an attached 20ft. x 20ft. head house (400 sq ft.) to be used as a classroom and work space. The
greenhouse would be coupled to a community garden plot, which has already been allocated to student
gardeners. The greenhouse and garden plot together would form the Agricultural Center for Environmental
Studies (ACES), which would serve as a physical space to connect and engage students, faculty, and staff
interested in issues pertaining to agriculture, sustainability, and the environment.
_____________________________________________________________________________
Prepared by: Stuart Hean, Claire Perry, Catherine Schepp, Alice Thatcher, & Jan Vanous
In consultation with: Helen White, Don Campbell, Claudia Kent, Janice Lion, & ENVS397 Senior
Capstone Class
After preliminary research and conversations with building experts we have drafted the budget
below. These numbers represent our best estimates for the current plan.
MATERIAL COSTS: GREENHOUSE
The following costs are based on 60 ft. x 30 ft. Matterhorn Commercial­Grade Greenhouse by
Rimol. The estimates were provided in October 2013.
Item Cost
Structure and Framework $18,160
Doors $1,067
Polycarbonate Covering $13,530
Cooling and Ventilation $3,692
Heating and Air Circulation $3,012
Freight $2,365
Stainless Steel Commercial­Grade Planting Benches $4,000
Total $45,826
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15. MATERIAL COSTS: HEAD HOUSE
Rough estimates based on preliminary searches for an attached 20 ft. x 20 ft. meeting space.
Item Cost
Prefabricated One Room Addition (includes internal electrical system) $20,000
Freight $1,500
Chairs $1,000
Meeting Table $1,000
Bathroom Facilities (Including sink, dual flush toilet, grab bars, and other fixtures)$6,000
Total $29,500
CONSTRUCTION COSTS
The following costs are based on estimates from RS MEANS, the industry standard for project
estimation costs.
Item Cost
Scissor Lift (estimated cost for 1 week rental) $400
Slab on Grade, Light Industrial Reinforced
(installation, footings, and material: $6.36 per sq ft.)
$13,992
Site Preparation $3,500
Electric Line (500 ft. line buried 3 feet deep and electrical panel) $5,000
Additional Electrical Materials $200
Gas Line (500 ft. gas line buried to code depth) $7,500
Water Line (500 ft. of half inch line and one spigot for hose) $5,000
Labor
Electrician ($419 per day)(3days) $1,257
Plumber ($446 per day)(3 days) $1,336
15

16. Common Building Laborers $9,905
Haverford Township Grading & Stormwater Management Permit $1,000
Haverford Township Building Permit $300
Site Plan for Storm Water Permit $10,000
Additional Costs as Estimated by Don Campbell
(Including but not limited to: contractor overhead and profit costs, sewer line
with permit and labor, sidewalk or path to space, path lighting, sprinkler
system, and stormwater system)
$60,000
Total $119,390
OPERATING COSTS
Academic Year
A student worker who will be in close communication with the Garden Initiative, the Committee for
Environmental Responsibility, and the ES program will operate and maintain the greenhouse and
associated garden plot throughout the academic year. This worker will be known as the ACES
Coordinator and will be managed by the Director of ES, currently Helen White. The ACES Coordinator
will average 6 hours a week for two 16­week semesters and will be paid in accordance with Haverford
work study policies (i.e. starting rate $9). The budget is constructed to consider this as a 5 year operating
cost at $1,728 a year, a total of $8,640.
Summer
The CPGC currently funds a student garden intern to manage the two agricultural spaces by the
apartments. Current conversations with the CPGC indicate that the current position could be expanded
and refined to include ACES. This position will be filled via the standard CPGC application process in the
spring and funded by the CPGC.
Additional
Additional yearly costs (e.g. seeds, fertilizer, soil, hoses, shovels, and trees to shield the neighbors’ views)
will be budgeted for by the Agricultural Center for Environmental Studies (ACES) club through the
Haverford Student Activities Fund.
Heating, Plumbing, and Electricity Bills
After this project is established for two years, we anticipate that these sort of maintenance costs could be
16

17. rolled into the college’s budget. We would like to budget for the first year of maintenance costs. we
anticipate that the total cost of propane, electricity, plumbing, water, custodial services, and possible
minor repairs will be $20,000.
SUMMARY
Item Cost
Material Cost: Greenhouse $45,826
Material Cost: Head House $29,500
Construction Cost $119,390
First Year Operating Cost $20,000
Five Year Student Coordinator Position $8,640
Cushion Cost $2,644
Total $226,000
NOTA BENE
During discussions with Dan Weiss and Don Campbell, we considered scaling down the greenhouse to a
less expensive size. We came to the unanimous decision that while costs could be cut, such changes would
not dramatically alter the overall price of the project and would substantially diminish the productivity and
promise of the space.
17

18. Appendix 2
Funding On­Campus Farms ,
9 10
One of the key decisions academic institutions face when establishing and financing a farm is whether the
farm should focus on production and profit or on experimentation and education. While it is possible to
pursue both options, educational farms are less profitable and “[e]ven well­established, thriving student
farms typically cover only operating expenses from their sales revenue, not salaries” (Sayre, 327).
Consequently, many institutions choose to build farms that serve as “teaching [spaces], flexible enough to
change without committing excessive resources beyond what the [farms can] return” (Sayre, 56). These
farms concentrate more on education than they do on profit, but these projects can be costly and finding
additional sources of funding is a constant priority.
In response to these concerns, this appendix compares how student farms at other academic institutions
use the following three typical sources of funding to cover their costs: donations and endowments, external
grants, and internal grants. The findings and comparisons of these case studies can be used to evaluate
how Haverford College can best fund its farm and greenhouse initiative (also known as the Agricultural
Center for Environmental Studies).
For the initial development and start­up costs, many farms rely on donations and endowments. Schools
like Sterling College, Wilmington College, the University of Oregon, the University of Montana, and Yale
University have used donations to fund their start­up costs. A number of academic institutions including
the University of Oregon, Central Carolina Community College, Yale University, and Prescott College
have also used funding from donations to cover maintenance costs and smaller­scale projects within their
farms.
In the case of many student farms, money from external grants is used to fund smaller scale projects and
operation costs (e.g. student wages) on farms (for example Prescott College, Sterling College, Central
Carolina Community College, University of British Columbia, New Mexico State University, University of
9
Mayton H., (November 16, 2013), University of Virginia. Email interview.
10
Sayre, L. B., Clark, S., Kirschenmann, F. L. (2011). Fields of learning: The student farm movement in North America.
Lexington, Ky.: University Press of Kentucky.
18

19. California, Michigan State University, and New Mexico State University). Other schools, such as
Hampshire College, Central Carolina Community College, and the University of Montana have used
external grants as a source of funding for initial development of their farms.
Some schools are able to finance their farms through internal sources of funding. These internal school
grants pay primarily for the initial development of the farms and their operation costs (i.e. wages). For
instance, the farms at Evergreen State College, Prescott College, and University of Maine were all
established under internal school grants. Additionally, Evergreen State College, Hampshire College,
Central Carolina Community College, University of California, and the University of British Columbia have
used internal grants to fund the operating costs at their farms.
Based on how the above institutions have financed their projects (see Table 1), it is evident that the farm
projects “have gotten underway and even continued and expanded with widely varying amounts [and
types] of financial support. Some kind of financial commitment from the institutions [is] critical for
the stability of the farm[s], but it is important to recognize that this can take many forms,” (Sayre,
327, emphasis added). There is not one right path to acquire “sufficient” funds for farms at academic
institutions, though it is wise to look into as many avenues as possible.
Lorna Coppinger and Ray Coppinger of Hampshire College remark that, “it is often difficult to get across
the idea that the farm is about agriculture and not about plant and animal husbandry: it’s not just about
getting the chores done; it’s about illustrating larger agricultural issues while getting the chores
done” (Sayre, 161, emphasis added). ACES provides a space for illustrating these larger agricultural
issues, whether those issues are about plant biology or about land management. President Weiss’
endorsement (financial and otherwise) indicates an understanding that ACES needs institutional support to
fund its start­up costs, but may be able to look to external grants to fund operating costs in the future.
19

20. Table 1:
Donations and
Endowments
External Grants Internal Grants
Initial Farm
Development
Sterling College,
University of Montana,
University of Oregon,
Wilmington College,
Yale University
Central Carolina
Community College,
Hampshire College,
University of Montana
Evergreen State College,
Prescott College,
University of Maine
Small­Scale
Projects
Central Carolina
Community College,
Prescott College,
University of Oregon,
Yale University
Prescott College,
Michigan State
University,
New Mexico State
University,
University of California
No information provideda
Operation
Costs (i.e.
wages)
No information providedb
Central Carolina
Community College,
New Mexico State
University,
Sterling College,
University of British
Columbia
Central Carolina
Community College,
Evergreen State College,
Hampshire College,
University of British
Columbia,
University of California
a
No institution explicitly stated their use of donations and endowments for operation costs. However, it is very likely that
institutions, who primarily funded their farms through large donations and endowments, used those sources to fund their operations
costs.
b
No institution explicitly stated their use of internal grants for small­scale projects. However, it is very likely that there are
institutions who fund small­scale projects themselves
20

21. Appendix 3
Student Involvement by the Numbers
The Student Involvement section indicates that around 400 students are involved in many student
organizations at Haverford that are environmentally focused. Below is a breakdown of student involvement.
11
Student Organizations (Haverford) Number of Participants
EarthQuakers 77
Committee For Environmental Responsibility 10
Haverford Garden Initiative 66
Haverfordians for a Livable Future 24
eHaus 103
ETHOS (Food Justice Initiative) 40
Total 320
Student Organizations (Bryn Mawr) Number of Participants
Bryn Mawr College Community Garden 60
BikeCo 50
Environmental Justice League 10
Green Ambassadors 18
Real Food Challenge 4
Total 142
11 It should be noted that many of the same students who are concerned about environmental issues at
Haverford are involved in the same student organizations. Thus, the membership numbers listed above do
not necessarily represent actual student involvement.
21

22. Appendix 4
Greenhouse Efficiency ,
,
,
,
12 13 14 15 16
Since ACES is a project that emphasizes thoughtful engagement with the natural environment, we have
considered the effect that the greenhouse and headhouse construction and maintenance may have on
greenhouse gas emissions and Haverford’s use of limited natural resources. In this section we outline the
reasons we chose a new industrial greenhouse as opposed to a recycled or re­purposed greenhouse. We
also suggest multiple ways to outfit the selected greenhouse, the Matterhorn from Rimol, to be the most
energy efficient and sustainable post­construction.
RECYCLED GREENHOUSES
There are many creative greenhouses on the market constructed using recycled materials such as patio
doors, old windows, or plastic soda bottles. While these designs are beautiful and represent a
conservative use of natural resources, we have decided that we will not further investigate their use for
ACES. They are not designed to withstand winter storms, the price for repairing any future damages is
impossible to determine, and heating them in the winter would be inefficient.
RE­USED GREENHOUSES
On Ebay, a few used greenhouses were found, but most were small lean­to style greenhouses which
would not provide space for collaboration, or disassembled single­film hoop style greenhouses which are
unattractive and would be inefficient to heat in the winter. The larger greenhouses found on Ebay required
buyers to provide their own assembly and most troublingly, their own transportation from states as far
away as Arizona.
NEW GREENHOUSES
In general, since they have “better seals around the coverings and openings than older houses,” new
greenhouses will more efficiently use the energy expended producing heat (Latimer, 1). For this reason
and due to the various problems we found with both recycled and reused greenhouses, we have
considered new greenhouse models.
12
"How to Choose Your Greenhouse and Prepare for Your New Hobby." The Greenhouse Catalog. N.p., n.d. Web. 02
Oct. 2013.
13
Latimer, Joyce. "Dealing with the High Cost of Energy for Greenhouse Operations." Virginia Cooperative Extension,
n.d. Web. 02 Oct. 2013.
14
National Greenhouse Manufacturers Association. "Greenhouse Heating Efficiency Design Considerations." 1998.
Web. 17 Dec. 2013.
15
Paparozzi, Ellen, and George Meyer. "Capillary Mats Are Back." Greenhouse Grower. N.p., 06 Aug. 2012. Web. 17
Dec. 2013.
16
"Siting a Greenhouse." Gardenersworld.com. Gardener's World Magazine, n.d. Web. 17 Dec. 2013.
22

23. It is important to note that not all new greenhouses are created equal. The efficiency of a greenhouse
operation depends on many factors. Below we outline various features which the most efficient
greenhouses have. The Matterhorn Greenhouse we chose has some of these features but not all of them.
Once funding has been secured, we believe that time should be invested in considering all of these features
in order to produce the best possible greenhouse which will positively impact campus for decades without
negatively changing Haverford’s maintenance budget or its environmental impact.
GEOGRAPHIC POSITIONING AND LANDSCAPING
As in all other gardens, the plants in a greenhouse depend on natural light and heat from the sun to grow.
According to Gardener’s World Magazine, “if you want to grow crops all year round, it’s best to line up
the ridge of [your greenhouse] structure to run east­west, as this will maximise light during the winter. It
will also help it to heat up more quickly after cold nights” (Siting a Greenhouse). Additionally, if cold
winds repeatedly beat against the side of a greenhouse, the energy needed to maintain the internal
temperature of the greenhouse will inevitably increase. Planting hardy trees or bushes, conifers for
example, near end walls can act as a windbreak and make your greenhouse more efficient (Latimer). In
our particular case, planting conifers around the greenhouse will, as an added bonus, serve to improve
neighbors’ views.
COVERING MATERIAL
Greenhouse frames can be covered with various materials ranging from thin plastic sheets or films, to
glass, polyethylene, and polycarbonate siding. From preliminary research, we have deducted that
polycarbonate siding is the ideal material for our purposes. When considering “R­values,” measured
material­dependent values meant to reflect insulating ability, polycarbonate siding insulates approximately
80% better than poly film and about 60% better than glass (The Greenhouse Catalogue). Additionally,
polycarbonate is highly impact resistant, unlike glass, and resists yellowing with age.
Additional insulation can be provided to plants within the greenhouse by way of a “thermal blanket,”
which can reduce heating needs anywhere from 20% to 50% according to Latimer. Large movable
thermal blankets can be easily added to all gutter­connected greenhouses.
WEATHERPROOFING OPENINGS AND FLOOR
While the walls contain the most surface area of the greenhouse, the floors, doors, and seams should not
be overlooked. During construction, additional polystyrene or polyurethane insulation can be added to the
foundation. After installation, all door openings should be caulked or weatherstripped.
TRADITIONAL HEATING SYSTEM
The most common way to heat greenhouses is to use a traditional gas heater or furnace. Most greenhouse
kits come with this option. If ACES is built with a traditional heater, it is important that the furnace or
heater is cleaned and adjusted at least once a year to keep it working most efficiently (Latimer). For the
23

24. most efficient greenhouse, the heat produced should be monitored using an aspirated thermostat placed
near plants (rather than a wall or window) or using an electronic thermostat which is monitored regularly
(Latimer). Additionally, it is important to have the ability to move air within the greenhouse. This prevents
“cold pockets” from forming in colder months and helps to prevent overheating in the spring and summer.
For large greenhouses, multiple horizontal air fans are recommended for this purpose.
ALTERNATIVE HEATING
While most greenhouses are heated using the traditional method outlined above, there are more efficient
and innovative methods which are worthy of exploration. A simple example is the addition of a heated
floor. By heating the floor of your greenhouse, you can take a surface which normally sucks heat out of
your operation and turn it into a surface which heats the space. According to the National Greenhouse
Manufacturers Association, “a heated concrete slab floor can provide 30­50% of the total conductive
heat loss of a greenhouse” (National Greenhouse Manufacturers Association).
A greenhouse can also be heated by organic methods. For example, raising chickens and allowing them to
roost in the greenhouse can produce a large amount of natural body heat and reduce the need for other
heating technologies. Similarly, committing large areas of a greenhouse floor to composting or storing fresh
manure will produce heat as energy is released during the natural decomposition process.
HEAT SINKS
Heat can also be added to a greenhouse by simple passive physical processes. A heat sink is simply any
object which stores heat and energy collected from the sun throughout daylight hours and then releases
this heat at night, warming its surroundings. Heat sinks can come in many forms. The simplest heat sinks
are simply large black bottles or barrels filled with water placed in a sunny spot inside a greenhouse.
Another more sophisticated heat sink can be created by digging a trench in the floor of a greenhouse and
filling it with heat absorbing materials like pea gravel, fire bricks, crushed glass, etc which have been
painted black. During the day these materials and the air in the trench heat up. As the sun sets and cooler
air falls, the warm air produced in the trench rises into the greenhouse increasing its temperature and
reducing the amount of heat needed from the furnace or heater.17
ALTERNATIVE WATERING METHODS
We have received funding through Students’ Council for rain barrels to place near the greenhouse. This
water can be used to water plants in the greenhouse and the neighboring garden plot.
Capillary mats have been in use by greenhouse growers for decades. Capillary mats are special types of
layered fabric which, when placed under pots and then wet, produce a constant water column which is
slowly released into the flower pots through holes in the bottom of the pots. When combined with drip
17
Awad, Shelley. "Create a Heat Sink – Save on Heating." Greenhouse Gab. Backyard Greenhouses, 23 Nov. 2012.
Web. 17 Dec. 2013.
24

25. tape and timed watering, these mats can create a very efficient watering regime that prevents both water
run­off and evaporation, saving Haverford money and saving our planet an important resource.
25

26. Appendix 5
Awareness Campaign
ENVS397 participants, Shannon Murphy and Marie Greaney, created a number of artistic pieces
designed to promote awareness of ACES at Haverford and Bryn Mawr. Below is an example of
Shannon’s “Haverfarmer” poster, which was displayed around campus from Wednesday, November
13th to Friday, December 20th.
26

27. Appendix 6
Senior Seminar in Environmental Studies (ENVS397)
Students participating in the Fall 2013 Senior Seminar in Environmental Studies (ENVS397) designed
separate projects and final reports related to ACES. A summary of these projects and the students
responsible for them is shown below.
EXPLORING CONNECTIONS BETWEEN AGRICULTURE AND THE ACADEMIC CURRICULUM
Minna Yoshikawa & Darwin Keung
This project details ways in which the Agriculture Center for Environmental Studies (ACES) can be
integrated into the academic curriculum of the Tri­College Consortium, or TriCo (which includes
Haverford, Bryn Mawr, and Swarthmore colleges) and how that integration will enrich students’ overall
academic experience. Within the context of ACES as a valuable venue for hands­on learning, we aim to
1) gauge faculty support for the incorporation of ACES into current and future curricular goals and 2)
permanently incorporate ACES into multiple areas of curriculum. To accomplish these goals, we surveyed
faculty from various departments within the TriCo and collaborated with faculty members to provide case
studies and suggestions of how ACES can be incorporated into the academic curriculum of Haverford
College. It was found that faculty support and enthusiasm for ACES exists within Bryn Mawr and
Haverford across the natural sciences, social sciences, and humanities. Suggestions for integration with the
social sciences and humanities are provided along with case studies for courses in biology, chemistry, and
the introductory Environmental Studies course (ENVS101). These results demonstrate the potential for
ACES to enrich curriculum across a wide variety of disciplines and reveal a strong base of faculty support
for the space.
ENGAGING THE TRI­COLLEGE STUDENT COMMUNITY IN THE AGRICULTURAL CENTER FOR ENVIRONMENTAL
STUDIES (ACES)
Aaron Levine & Celia Ristow
The primary objective of this study was to determine how successful environmental outreach in the Tri­Co
student community could be performed, with a focus on developing interest in the proposed Agricultural
Center for Environmental Studies (ACES). Since student involvement is critical for the successful
maintenance of ACES, it is essential that we engage as many students as possible in order to attract a
diverse and passionate group which can lead the program in the future. In order that the work in this study
be useful beyond this program, we determined the “best practices” for performing student outreach in the
Tri­Co, and compiled a document to serve as a resource for all student­led clubs on campus, including
but not limited to groups interested in environmental issues. Our second approach involved running several
different events throughout the semester to raise awareness for the ACES project and to engage the
community in a dialogue about ACES. The third approach involved integrating ACES and environmental
awareness into the Customs program. Through these approaches, we were able to identify effective ways
27

28. to reach out to the community about ACES. Most of our events were well­attended, succeeded in raising
awareness about ACES and enabled us to acquire valuable input from the community. Overall, we found
the student body to be very receptive to the ACES project, and we were able to identify many who
would be willing to be involved in the project in the future.
DEVELOPING PARTNERSHIPS BETWEEN THE AGRICULTURAL CENTER FOR ENVIRONMENTAL STUDIES
(ACES) AND OFF­CAMPUS COMMUNITIES
Amanda Beardall, Fern Beetle­Moorcroft, Paige De Rosa & Chelsea Mitchell
The development of the Agricultural Center for Environmental Studies (ACES) presents new
opportunities to create a space that is inclusive of communities outside of the college campus. Developing
programs with these off­campus communities will enable students to connect their work at ACES with
deeper social issues, such as food security, educational inequality, and conflict resolution. In addition,
these partnerships with off­campus communities will assist in sustaining and maintaining programming for
the agricultural space beyond the four years that a typical student spends at Haverford. Connections
between ACES and off campus communities will be made considering the needs of both the Haverford
community and off­campus communities; designing programs that meet these needs; and connecting these
groups to ACES through outreach activities. The initial projects proposed in this document will create
educational programming focused on food justice and science, for the MAST Tutoring Program; engage
the surrounding communities of Haverford and Ardmore; and to potentially donate food from ACES by
creating a needs assessment of local emergency food providers.
AGRICULTURAL CENTER FOR ENVIRONMENTAL STUDIES (ACES): FARM VISION AND PLAN
Eleanor Durfee, Siena Mann & David Robinson
A proposal for the Haverford College Agricultural Center for Environmental Studies (ACES) is a complex
and interdisciplinary process. This proposal outlines a vision and plan for the construction and
management of the outdoor agricultural space. The proposal introduces three disciplines of sustainable
agriculture upon which the plan is based: agroecology, permaculture, and integrated pest management
(IPM). It then details both the primary and secondary research methods that were used to develop the
farm plan, which include a review of relevant literature concerning these disciplines, farm visits, farm
interviews, and primary research conducted on the farm space. The results consider the environmental
data on which the plan was based, incorporating the climatic, soil and topographical conditions, as well as
the components of the farm plan including a list of crops and plans for crop rotation, soil maintenance,
planting times, and pest management. Each of the aspects of the farm plan is grounded in the
aforementioned three principles of sustainable agriculture. The proposal also outlines a management
structure that incorporates the existing student garden and a distribution plan for the farm space and
highlights ideas for future development of the space.
COMMUNICATIONS
Marie Greaney & Shannon Murphy
28

29. An initiative to create an Agricultural Center for Environmental Studies (ACES), including a space of
active agricultural production, is underway at Haverford College, and this study focuses on how best to
communicate, generate support and gauge interest amongst the student body for this initiative. Research
was conducted to examine historical methods of communicating environmental issues through art activism
and other methods commonly employed by environmental campus groups, including environmental
projects that utilized art exhibits and community outreach efforts such as workshops and presentations.
We then selected some of these methods to communicate with other students, including online
communications, providing information at an open forum on campus, and displaying various media across
campus such as posters and table cards. The effectiveness of these methods was examined using
time­frame analysis of hits to a target Facebook page employing Facebook’s Insights functions, and by
asking students who visited the Facebook page to respond to an associated survey. We found reduced
returns following recurring use of posters, an outsized effect of Facebook­internal activity, and relatively
high effectiveness of posts to a student forum, as well as media whose content advertised the existence of
or followed up on Outreach­organized events. Future ACES communications should consistently
incorporate art activist principles of anonymity, recognizable visual identity, humor, and community
engagement, although methods and content should be varied based on the specific desired impact.
29