Learning Objectives

LFS 250 Learning Objectives

The overall goal of LFS 250 is to have students demonstrate food systemliteracy and systems thinking competencies in the analysis of wicked problems, particularly related to food system sustainability and food security

Upon completion of LFS 250, successful students will be able to:

  • Define, describe, analyze and interpret issues of food system sustainability, food security, food sovereignty, food literacy, and food citizenship.
  • Apply systems thinking processes to understand and analyze food system issues at various levels (micro, meso, macro)
    • Describe and analyze components, boundaries, interactions, and stakeholders within a system
    • Create system diagrams of food system sectors and nodes of activity (e.g. BC Dairy System and K-12 School Food Systems)
  • Explain complex food system issues to academic and general audiences through oral, written, and design-based communication strategies.
    • Conduct oral presentations, facilitate discussions, and debate course topics 
    • Articulate, support a position, and explore implications of a controversial food system topic (e.g. Does food literacy matter?)
    • Conduct a food literacy workshop for students in a K-12 classroom setting 
  • Collaborate in an interdisciplinary team context
    • Describe personal areas of strength related to disciplinary knowledge, skills, and team work 
    • Identify team members’ areas of strength and interact to accomplish shared tasks
    • Use common project management tools to organize team tasks (e.g. team charter, feedback loops, setting meeting agendas, creating meeting minutes)
    • Use conflict resolution strategies to address team work issues
    • Give and receive feedback on team work 
  • Critically reflect on 
    • Disciplinary and systemic perspectives on food system issues 
    • Your own learning process

LFS 250 Competencies Development

Lecture, tutorial, and community-based learning activities in the course are designed to develop the following competencies:

Systems Thinking

  • I can identify the boundaries of a system
  • I can identify multiple components in a system
  • I can distinguish between different levels in a system
  • I can recognize how separate components interact to form a whole system
  • I can explain how interactions within a system impact other components of a system


  • I can see the strengths and limitations of different disciplines when addressing complex issues
  • I can seek out and understand terms and concepts from multiple disciplines
  • I can integrate terms and concepts from multiple disciplines to solve complex problems


  • I can work with others to achieve a common goal; I do my share.
  • I can take on roles and responsibilities in a group.
  • I can address conflict when it arises in group work.
  • I can give, receive, and integrate feedback
  • I can reflect on my own and group performance in order to improve your work and learning


  • I can orally present information and ideas to an audience I may not know.
  • I can communicate complex ideas in writing.
  • I can develop clear and attractive digital presentations

LFC Series Learning Objectives

The Land, Food and Community (LFC) series (LFS 100, 150, 250, 252, 350, and 450) is the academic core of all programs in the Faculty of Land and Food Systems (LFS). The objective of the LFC series is to create learning opportunities that encourage students to become citizens, professionals, and leaders who understand the opportunities and obstacles to creating regional, national and global food systems that are ecologically, socially and economically sustainable.

The objectives of the LFC series are achieved through a pedagogical approach and learning environment that we call the “Ecology of Knowledge”. The “Ecology of Knowledge” refers to how knowledge is created, and re-created, in the many diverse contexts in which it emerges. It also examines how knowledge is produced, distributed, and shared. In the LFC series we foster a learning environment that values diversity, encourages excellent oral and written communications skills, and cultivates the ability to work creatively and cooperatively in team settings. Course instructors and teaching assistants are viewed as facilitators and resource people who participate in a “community of learners” with you and your classmates. Land and Food Systems students who have completed the Land, Food and Community (LFC) core series are systems thinkers, able to work collaboratively in multicultural, inter- and trans- disciplinary teams to develop solutions for complex, multi-stakeholder issues related to food, health and the environment. Incorporating academic and community perspectives, they apply their knowledge in an environmentally, socially and economically sustainable manner to community food security challenges.

Upon completion of the LFC Series, students will be able to:

  • Use systems approaches to analyze land and food issues related to building healthy, sustainable, and just communities, both locally and globally.
  • Select, evaluate, and integrate interdisciplinary evidence relating to food systems issues.
  • Plan, implement, and evaluate actions to address food systems challenges.
  • Collaborate and communicate effectively as members of diverse stakeholder teams.
  • Critically reflect on learning and responsibilities as professionals addressing food systems issues.

Information for Students in the Dietetics Major

This course, like all required courses in the Dietetics Major, contributes to coverage of the Integrated Competencies for Dietetic Education and Practice (ICDEP). All students in the Dietetics Major should refer to the Mapping of Curriculum to ICDEP page on the dietetics website to familiarize themselves with the requirements.

source: https://wiki.ubc.ca/Course:LFS250/Learning_Objectives