Danielle Murri, Erin Jones, Zachary Roscoe, Leann Varner, Erin Ware
HARRISON URBAN GARDEN INTERGENERATIONAL SUMMER GARDENING PROGRAM
Childhood Obesity: A Growing Health Problem
Obesity is a growing health problem. The prevalence of obesity affects men and women, adults of all ages, and even children. According to the American Heart Association, 23.9 million children ages 2-19 are considered to be overweight or obese. Of the 23.9 million, 12.7 million are obese, 18.6% of boys and 15% of girls (American Heart Association, 2013). Locally in Colorado, 23% of children are obese (The Child & Adolecent Health Measurement Initiative, 2007) and childhood obesity is rising at the second-fastest rate of increase in the nation (Colorado Department of Public Health and Environment 2010, 2010). Nationally, there are significant racial and ethnic disparities with Hispanic boys, aged 2 to 19 years significantly more likely to be obese than non-Hispanic white boys and non-Hispanic black girls are significantly more likely to be obese than non-Hispanic white girls (Centers for Disease Control and Prevention, 2013).
Obesity has a far-ranging negative effect on health. Each year, obesity-related conditions cost over 150 billion dollars and cause an estimated 300,000 premature deaths in the US (Rush University Medical Center, 2010). The health-related issues associated with obesity include, but are not limited to, coronary heart disease (CHD), high blood pressure, stroke, type 2 diabetes, metabolic syndrome, sleep apnea, and osteoarthritis (National Heart, Lung, and Blood Institute,2012). These obesity-related health conditions can significantly reduce life expectancy and many times affect one’s quality of life (Rush University Medical Center, 2010)
Leading Cause of Obesity Epidemic
A leading cause of obesity is poor diet. The recommended fruit and vegetable intake for children and adolescents is 7-9 servings per day (Dietary Guidelines, 2010). In 2012, the CDC reported that 67% of children nationally ate fruit less than two times per day and 84% of children ate vegetables less than 3 times per day (Centers for Disease Control and Prevention, 2012). Data from the Behavioral Risk Factor Surveillance System (BRFSS) found that 75% of adults in Colorado consume fruits and vegetables less than 5 times per day (Centers for Disease Control and Prevention, 2009). In El Paso County, 81% of children and adolescents ages 1-14 years consume less than the daily recommended amount (El Paso County Public Health, 2012).
Target Population: Harrison School District
The Harrison School District in Colorado Springs, Colorado is a 100% urban population. In 2010, the neighborhood population was 16,254, 50% female and 50% male (US Census, 2010). The area is predominately white (78%), followed by a large Hispanic population (21%).
English is the primary language spoken in 83% of the households followed by Spanish, which is spoken in 12% of households in the area. Self-reported education for residents 25 years of age and over in the Harrison School District neighborhood is: 87% have a high school education or higher, 26% have a bachelor’s degree or higher and 10% have a graduate or professional degree (US Census, 2010).The median household income is $34,979 a year. Within this neighborhood, 25% of the residents live below the poverty level, whereas only 14% of Coloradans live below the poverty level (US Census, 2010).
Community Setting
Harrison Urban Gardens (HUG) is a community garden located in the Harrison School District neighborhood. HUG was created by the non-profit organization Pikes Peak Urban Gardens, Live Well Colorado Springs and the YMCA of the Pikes Peak Region. PPUG has created many community gardens across the city of Colorado Springs. These gardens were started with the hope that individuals and their families would be able to grow their own food, locally and organically (R. Warner-May, personal communication, October 1, 2013).
At HUG, there are 30 plots for community members and businesses. Each community member or business is in charge of his or her own plot and can decide what is grown in it. In previous years, the most popular items grown were: tomatoes, eggplants, green beans, lettuce, potatoes, flowers, and herbs (Harrison School District Two, 2011). Along with their partners, HUG will grow and provide accessibility to fresh, healthy, foods to the residents of the Harrison School District that need it most.
Environmental/ Policy Conditions Contributing to Obesity Health Issue
There are many different factors contributing to the obesity epidemic, including neighborhoods that are considered to be food deserts, have overpriced groceries, lack reliable transportation, and have an abundance of convenient fast-food options (Beck, 2010). Food deserts are areas where food either does not existent, is not healthy or is too expensive (Beck, 2010). Roughly 2.3 million people, or 2.2% of U.S. households, live more than one mile away from a supermarket and do not own a car, according to the Food Empowerment Project (U.S. Department of Agriculture, 2009).
Unavailable transportation and food deserts can make it hard for individuals to make it to stores where healthy food options are available. When people in low-income communities live in food deserts, they tend to fall back on the more convenient and unhealthy options. (Food Research and Action Center, 2010). These two options are most appealing because of their convenience and lower prices. According to studies conducted, there is a reduced risk of obesity when communities have supermarkets available in their neighborhood (Beck, 2010). People who have better access to supermarkets tend to eat more nutritious foods, thus decreasing the obesity risk that lower income communities and food deserts face.
In the Harrison School District there are over a dozen fast food choices. There are two grocery stores located within walking distance to the neighborhoods in the community. One store would be difficult for elementary school students to walk to because they need to cross South Nevada, which is always very busy. A second store is somewhat closer to some of the neighborhoods; however, the pricing they provide may be out of a low-income family’s budget. Both grocery stores are located in areas that really only accommodate neighborhoods right around the corner from them because South Nevada and Lake are both dangerous roadblocks for any other households on the outskirts of the stores. For individuals who do not have cars, their main modes of transportation consist of walking, biking, taxicabs, or the Metro bus system. Not only are the supermarkets too far away from a majority of the community, these people are also unable to find feasible transportation to any nearby supermarkets (LSC Transportation Consultants Inc., 2010).
In addition, individuals living in the Harrison School District do not have feasible access to local farmer’s market, which are another good source of fresh fruits and vegetables outside of the supermarket or the HUG garden alone. The nearest farmer’s markets are located at the Broadmoor Community Church and Memorial Park, neither of which is within a reasonable walking distance (The Gazette, 2013). Historically, farmer’s markets used to be the center pieces of urban planning, and this was for a few reasons, all of them providing benefits to the community of which they are a part. These markets provide a place for members of the community to purchase fresh, affordable, locally grown foods that reflects the diversity of that community. Also, farmer’s markets provide a level of socialization that members of a community wouldn’t normally get at a typical supermarket, such as Safeway. This different type of social interaction between community members, in turn, creates a much more tightly-knit community overall, which is especially important in lower income level areas (Project for Public Spaces, 2013).
Evidence of Interventions to Increase Fruit and Vegetable Consumption
A community garden program implemented by California Healthy Cities and Communities (CHCC) has been shown to be effective (Twiss et al., 2003). CHCC created a school gardening program to educate students on physical activity and nutrition. Gardening workshops were also part of the program, providing opportunities for community members of all ages to develop leadership skills as well as learning how to run a garden. These workshops included taste testing events, discussion on nutritional health, advocating for the garden and environment, and developing culturally acceptable resources like cookbooks, newsletters, and training materials for the garden. In a survey administered to 338 participants, the results show that physical activity increased by 6%, consumption of fruits and vegetables increased by 10%, and the number of students that started gardening in their homes after participating in the community garden increased by 20% (Twiss et al., 2003). Due to the success of this program, the city of Berkeley passed the Berkeley Food and Nutrition Policy, which allows a no-fee city permit and use of public or private property for small-scale sustainable agriculture like community gardens and local farms (Twiss et al., 2003). This policy will also increase space for community gardens.
Similarly, a community garden in Australia run through an organization called the EON Foundation, focused on the eating habits of children and on creating long-term partnerships with target communities (Scott, 2011). Before the start of this program, Type II Diabetes was a very real issue for many members of these communities, as an average of 33.6% of this population had this potentially reversible disease before the beginning of this program (KPMG Australia, 2013). Five years after the start of the program, a community health assessment found that there were slightly lower rates of chronic diseases (KPMG Australia, 2013). Unfortunately, nearly 31% of the population still had Type II Diabetes (KPMG Australia, 2013). In addition to all of this, it was also observed that there was still a high amount of consumption of high fat and high sugar foods by many in the communities (KPMG Australia, 2013). However, by 2013, and after higher involvement in healthy eating classes as well as an edible garden that were both being offered through EON, there was reported higher knowledge in the children when it came to food production, healthy eating, hygiene, and overall good health (KPMG Australia, 2013). There was also evidence that the adult women participating began to incorporate more of this healthy food into new recipes that they had learned which were then being used more frequently in their homes (KPMG Australia, 2013).
Community gardening has also had success in Marin County, California (Bauermeister, M., Swain, S., & Rilla, 2010). Bauermeister and colleagues assessed existing gardens and found 60 of the 86 community gardens were located on school grounds. With the existence of the community gardens, 60-80% of the community respondents reported using gardens as a supplement to their food sources, thus reducing their overall number of trips to the grocery store on a regular basis (Bauermeister, M., Swain, S., & Rilla, 2010). Focusing on the school gardening programs, 36 of the school gardens were managed by teachers who had taken interest in expanding their curriculum to include more hands-on experience for their students (Bauermeister, M., Swain, S., & Rilla, 2010). For the remaining school gardens, an outside source was hired through grant money to come into the school to teach gardening skills (Bauermeister, M., Swain, S., & Rilla, 2010). Both circumstances produced positive results (Bauermeister, M., Swain, S., & Rilla, 2010). When it came to school and youth gardening programs, approximately 48% of the students reported that they would like to have more gardening classes. Students found the classes and program to be enjoyable (Bauermeister, M., Swain, S., & Rilla, 2010). Along with enjoying the program, 40% of students (attending schools with gardens in which they were involved) also claimed that their fruit and vegetable consumption increased and their fast food intake decreased due to their working in the school garden (Bauermeister, M., Swain, S., & Rilla, 2010).
All three of the reviewed programs had similar focuses. The focuses were on nutrition, eating habits, and increasing accessibility to fresh, affordable foods. The target population for these programs were elementary and middle school students as well as members of the community. These programs were able to have success due to grants, partnerships, reliabe staff and volunteers. Their success was measured through an increase in fruit and vegetable consumption, increase in knowledge in areas such as food production, healthy eating, and overall good health, and the reduction of chronic diseases.
Needs Assessment Results
To better understand how to incorporate more programming into the already existing HUG project, a needs assessment was conducted. Seven individuals were interviewed about the implementation of a gardening program at HUG. Interviews were conducted face-to-face. The individuals interviewed were from a variety of places, but all have knowledge about community gardens. Each individual was asked the same questions to assess the individual’s role in the project, whether or not they have accessed or used HUG, their thoughts and ideas about offering a children’s gardening program, whether or not they think there is a need for a program like this in the community, if they would have their children attend or recommend to others, and if the program should be geared toward children, adults, or both.
Question 1: Have you or a relative ever accessed or used Harrison Urban Garden?
None of the individuals or any of their relatives have accessed HUG for their own personal use. However, two helped build the garden/greenhouse as well as help maintain it on a regular basis. Even though the individuals have not accessed HUG for their own personal use, a few have access to other gardens, either in their homes or community gardens around the city.
Question 2: What do you think about the idea of offering a children’s gardening program in this neighborhood?
All of the individuals highly recommend implementing a gardening program for children at HUG. Most of the individuals thought it would be a great improvement for the surrounding community since Harrison School District 2 lies in a food desert. Despite their positive attitudes about starting a gardening program at HUG, each individual voiced their concerns as well. Some of those concerns were the lack of space as there are currently no open plots at HUG. There was also concern about who would organize and run the program. Many said that volunteers would be the best option for implementing the program; however, there are currently no incentives for them to get involved.
Question 3: Do you think there is a need for a program like this in this community?
Many of the individuals said that there was a need for the garden in the Harrison School District neighborhood. HUG was built to reduce the food desert by increasing the access to fresh produce to the surrounding community. The implementation of a gardening program would promote healthy choices as well as focus on child skill development. Community gardens, like HUG, help build relationships with members of the community. A few interviewees said that it would promote healthy eating as well as child skill development.
Question 4: Do you think you’d be likely to have your children attend this program of recommend the program to a friend or neighbor with children? Why or why not?
For the individuals who have children they would have them attend the program. This program would help children interact with others as well as their environment. Children would benefit from learning about what they are putting into their bodies, which can build a healthy foundation starting at an early age.
Question 5: Do you think a program geared towards adults would be more successful? What do you think about an intergenerational class?
A program geared toward adults could be just as successful as a program geared toward children. There are other gardening programs that target adults that have had success. However, a program geared just toward adults could be difficult to implement because many times adults are not willing to make changes in their lifestyle. All of the individuals believed that an intergenerational program would be the most beneficial, rather than just targeting children or adults. The participation of adults or grandparents in the program would help keep children in-line as well as help reinforce the skills and knowledge that is being taught.
Additional Suggestions and Comments
• Partners and resources are key, funding through different entities
• Transportation is key for the program to be successful
• Incorporate both education and skills into the program
• Incentives: raffles, gas cards, family nights
• Maintain children’s attention level through interactive exercises
Resources Available at HUG
The resources currently available at HUG consist of 30 garden plots, 5 fruit trees, chicken coop, greenhouse, picnic benches, and a water supply. These resources would be helpful in educating children about gathering eggs, growing plants and vegetables, composting, and harvesting fresh fruit from the fruit trees. The greenhouse could be beneficial for the program so it is able to function year round.
The goal of HUG is to grow and provide accessibility to fresh, healthy, foods to the residents of the Harrison School District that need it most (Harrison School District Two, 2011). In order for this goal to be met, partnerships are needed. The partners sharing in this same goal at HUG are Pikes Peak Urban Gardens, LiveWell Colorado Springs, the YMCA of the Pikes Peak Region and Harrison School District 2.
Introduction to Proposed Program
The proposed program for HUG will be implemented using intergenerational participation within the Harrison School District during the summer months of May through September. The program will be offered one to two times per week during the evening, as well as a Saturday morning class. Classes will run for approximately one hour. The program will model an existing program implemented by the California Healthy City and Communities Organization (Twiss et al., 2003). Components of the program will consist of education on soil preparation, education of planting seeds, preservation of fruits and vegetables, maintenance of garden as well as the plants, and harvesting. Along with the classes offered at the garden, quarterly cooking classes will be held at the local elementary school located near the garden.
Rationale for Proposed Program
Obesity is a growing health problem. Nationally, 23.9 million children ages 2-19 are considered to be overweight or obese (American Heart Association, 2013). Obesity-related conditions cost 150 billion dollars and cause an estimated 300,000 premature deaths in the United States each year (Rush University Medical Center, 2010). Locally in Colorado, 23% of children are obese (Colorado Department of Public Health And Environment, 2010). In El Paso County, 29% of children ages 2-14 are overweight or obese, with 15% considered to be overweight and 14% obese (El Paso County Public Health, 2012). Obesity rates in children tend to be much higher among low income and low education families. Among low-income preschool-aged children, 14% are obese (Centers for Disease Control and Prevention, 2013).
Obesity is a problem because it can contribute to other health-related issues such as coronary heart disease, high blood pressure, stroke, type 2 diabetes, metabolic syndrome, sleep apnea, and osteoarthritis (National Heart, Lung, and Blood Institute, 2012). These obesity-related health conditions can significantly reduce life expectancy and many times affect one’s quality of life (Rush University Medical Center, 2010).
Eighty-one percent of Colorado adolescents age 1-14 years old and 75.6% of adolescents age 15-19 years old are consuming less than the recommended 5 servings per day of fruits and vegetables (El Paso County Public Health, 2012). To reduce the prevalence of obesity as well as increase fruit and vegetable consumption among the priority population, an intergenerational gardening program will be implemented in the Harrison School District. Components of the educational program will consist of soil preparation, planting seeds, preservation of fruits and vegetables, maintenance of the garden and plants, as well as harvesting. Along with the weekly classes offered at the garden, monthly cooking classes will be held at the local elementary school located near the garden.
Based on previous successful gardening programs, it is shown that increased participation in such programs can increase the consumption of fruits and vegetables by at least 10% (Twiss et al., 2003). This is important because there is convincing evidence that fruit and vegetable consumption can decrease the risk of obesity and possibly decrease the risk of type 2 diabetes (Centers for Disease Control and Prevention, 2011). The proposed program will be successful because it is based on programs that have had success with the same goals in mind.
Proposed Program Strategies
The proposed program for HUG will be implemented using intergenerational participation within the Harrison School District during the summer months of May through September. The program will be offered one to two times per week during the evening, as well as a Saturday morning class. The classes will be held during the evenings in hopes that children will have reliable transportation from their parents or grandparents. Evening classes will also be offered so parents can attend after work. Saturday morning classes will be offered as another option to those who can’t attend during the week. Classes will run for approximately one hour. The program will model an existing program implemented by the California Healthy City and Communities Organization (Twiss et al., 2003). Components of the program will consist of education on soil preparation, education of planting seeds, preservation of fruits and vegetables, maintenance of the garden and plants, as well as harvesting. Along with the weekly gardening classes, monthly cooking classes will be held at the local elementary school located near the garden.
The first few sessions of classes (1-2 weeks) will offer tours of the garden, introduction of available resources, as well as education on the basics of gardening. For the second segment, which will be the longest segment of classes (1-2 months), the main focus will be education on how to plant different varieties of vegetables that will thrive in our environment. This segment is when the actual digging and planting of the seeds will occur. Lessons will include soil preparation and fertilization, along with the importance of watering, when to water, and how much to water. Other lessons will educate on the maintenance around the garden, such as weeding and care of the fruits trees. The remaining sessions will consist of harvesting and storing of fruits and vegetables. Approximate harvesting times differ for each vegetable; therefore, food preservation techniques will also be offered to help prevent the vegetables going to waste. During the harvesting sessions, cooking classes and recipe days will begin so individuals and their families can learn how to incorporate these new ingredients into their daily lives. Nutritional flyers and advice will be distributed to the participants. These handouts will include information on recommended fruit and vegetable consumption, the health-related conditions associated with obesity and poor diet, as well as affordable, nutritious recipes.
Review the evidence for these programs
The community garden program overseen by California Healthy Cities and Communities Organization specifically targeted children in elementary and middle schools (Twiss et al., 2003). Their goal was to improve community nutrition and physical activity as well as enhance food security. Some activities provided by the school gardening program were hands on training in planting and harvesting as well as taste testing events, and providing resources like cookbooks and other interactive learning opportunities for the children to understand the value of community gardening. The city of West Hollywood complemented their school gardening program with nutrition and physical activity education, which proved to be successful. Consumption of fruit and vegetables increased by 10% and there was also a 20% increase in the number of students who gardened at home (Twiss et al., 2003). The goal of the community garden program overseen by CHCC was to enhance nutrition and physical activity along with promoting the role of public health and improving quality of life (Twiss et al., 2003). Additional goals for CHCC were to promote an inclusionary and systems approach to improving community health, public awareness of the benefits of community gardens, and building on successful community-based programs through partnerships (Twiss et al., 2003). The objective was that through the city’s commitment of staff, financial, and in-kind resources, community improvements from gardening efforts would benefit the knowledge and skill enhancement of the ethnically-diverse youth of multiple California cities (Twiss et al., 2003).
CHCC had multiple lessons learned within their program. There was always ongoing training, mentoring, and leadership development needed for gardeners and staff (Twiss et al., 2003). They learned that in order to build a successful community-based program, there was high need for partnerships (Twiss et al., 2003). Public awareness of the many benefits of community gardens is important (Twiss et al., 2003).Their key elements for success of the program was the commitment of local leadership and staffing, involvement of volunteers and community partners, and availability of skill-building opportunities for participants (Twiss et al., 2003).
The success of the CHCC program highlights the need for ongoing training and leadership development for gardeners, staff or volunteers. Partnerships should be developed with community businesses. There must also be community awareness of the benefits of community gardening. Finally, there should be hands on training such as gardening classes or nutritional information sessions, which could lead to municipal codes and policies.
Goals and Objectives
Goal:
• The main goal of the proposed gardening program at HUG is to decrease obesity in low-income families in Harrison School District.
Objectives:
• Increase fruit and vegetable consumption among low-income families in Harrison School District by 10% after the completion of the proposed program.
• By the completion of the proposed program, increase knowledge among HUG summergardening program participants about fruit and vegetable consumption, as well as how to grow and maintain a garden, by 20%.
• Increase gardening skills by 50% among HUG summer gardening program participants within the first 2 months of the program.
Resources Implemented and Adaptations
In order for the proposed program to be successful, there are several key elements that are necessary. A community garden’s commitment of staff and financial support is critical to having a well-received and successful garden. California Healthy Cities and Communities (CHCC) received a large amount of financial support from the Berkeley city’s general fund as well as from the Community Development Block Grant. The city council also worked with community garden planners to purchase land valued at approximately $70,000 to build more gardens. (Twiss et al., 2003). The next most important asset for the community garden is the participation and support of community members including volunteers from partnering organizations, local health departments, businesses, and community residents. The volunteers and staffing for the garden is critical, as these groups and individuals can contribute not only knowledge and skills, but often tools or equipment needed as well. Residents offer special insight as they can develop strategies for property use and division of resources as well as provide ideas as to what the community members would actually utilize and benefit from.
Based on evidence from the successful community garden education program in Hollywood California, several things will be important for the proposed summer gardening program. First, funding is crucial to implementing a community garden in general, as well as for educational programs like gardening workshops teaching about planting, harvesting, and using produce grown in these community gardens. Funding could be from local businesses, El Paso County Health Department, partnerships or grants. Second, reliable volunteers or staff that could provide valuable time to building garden plots, teaching gardening seminars, providing interactive opportunities like healthy food preparation and cooking courses or instructions and overseeing the advertising and maintenance of the community garden would also be needed.
Works Cited
American Heart Association. (2013). Overweight and Obestiy. Retrieved from http://www.heart.org/idc/groups/heart-public/@wcm/@sop/@smd/documents/downloadable/ucm_319588.pdf
Bauermeister, M., Swain, S., & Rilla, E. (2010). Marin County Community Garden Needs Assessment. UC Davis. Retrieved October 11, 2013, from http://cemarin.ucdavis.edu/files/66838.pdf
Beck, C. (2010). Food Access In Colorado. Retrieved from www.ColoradoHealth.org
Centers for Disease Control and Prevention. (2009). Colorado-2009 furits and vegetables. Prevelance and trends data. Retrieved from http://www.cdc.gov/mmwr/pdf/wk/mm5935.pdf
Centers for Disease Control and Prevention. (2011). Strategies to Prevent Obesity and Other Chronic Diseases-The CDC Guide to Strategies to Increase the Consumption of Fruits and Vegetables. Department of Health and Human Services. Retrieved from http://www.cdc.gov/obesity/downloads/fandv_2011_web_tag508.pdf
Centers for Disease Control and Prevention. (2012). State of Colorado. Nutrition, Physical Activity, and Obesity Profile. Retrieved from http://www.cdc.gov/obesity/stateprograms/fundedstates/pdf/colorado-state-profile.pdf
Centers for Disease Control and Prevention. (2013). Overweight and Obesity. Retrieved from http://www.cdc.gov/obesity/data/childhood.html
Colorado Department of Public Health And Environment 2010. (2010). Colorado Child Health Survey. Retrieved from http://livewellcolorado.org/uploads/files/2013_04_01_21_56_42_General Obesity Statistics - 6.21.12.pdf
El Paso County Public Health. (2012). Health Indicators. Healthy Eating and Active Living. Retrieved from http://www.elpasocountyhealth.org/sites/default/files/files/services/Community-Health-Data-Statistics/HealthEatingActiveLiving.pdf
Food Research and Action Center. (2010). Why Low-Income and Food Insecure People are Vulnerable to Overweight and Obesity. Retrieved October 11, 2013, from http://frac.org/initiatives/hunger-and-obesity/why-are-low-income-and-food-insecure-people-vulnerable-to-obesity/
KPMG Australia. (2013). Evaluation of the Thriving Communities Program in Six Kimberley
Communities (pp. 1–139). Perth, WA. Retrieved from http://eon.org.au/media/FlippingBook/Evaluation/catalogue.html#/2/zoome
National Heart, Lung, and B. I. (n.d.). What Are the Health Risks of Overweight and Obesity? - NHLBI, NIH. July 13, 2012. Retrieved from http://www.nhlbi.nih.gov/health/health-topics/topics/obe/risks.html
Project for Public Spaces. (2013). PPS’ Approach to Markets. Retrieved October 11, 2013, from http://www.pps.org/reference/markets-approach/
Scott, C. (2011). EON Foundation. Feburary 11, 2011. Retrieved October 11, 2013, from http://www.jamieoliver.com/news-and-blogs/news/eon-foundation/
The Child & Adolecent Health Measurement Initiative. (2007). 2007 National Survey of Children’s Health. Retrieved from http://livewellcolorado.org/uploads/files/2013_04_01_21_56_42_General Obesity Statistics - 6.21.12.pdf
Twiss, J., Dickinson, J., Duma, S., Kleinman, T., Paulsen, H., & Rilveria, L. (2003). Community gardens: lessons learned from California Healthy Cities and Communities. American journal of public health, 93(9), 1435–8. Retrieved from http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=1447988&tool=pmcentrez&rendertype=abstract
LSC Transportation Consultants Inc. (2010). LSC Transportation Consultants Colorado Springs. Retrieved November 23, 2013, from http://www.lsccs.com/
Project for Public Spaces. (2013). PPS’ Approach to Markets. Retrieved October 11, 2013, from http://www.pps.org/reference/markets-approach/
Rush University Medical Center. (2010). Obesity-Related Health Problems. Retrieved December 06, 2013, from http://www.rush.edu/rumc/page-1116006426755.html
The Gazette. (2013). Colorado Springs farmers’ market schedule. Retrieved November 25, 2013, from http://gazette.com/colorado-springs-farmers-market-schedule/article/1502121
Twiss, J., Dickinson, J., Duma, S., Kleinman, T., Paulsen, H., & Rilveria, L. (2003). Community gardens: lessons learned from California Healthy Cities and Communities. American journal of public health, 93(9), 1435–8. Retrieved from http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=1447988&tool=pmcentrez&rendertype=abstract
U.S. Department of Agriculture. (2009). Access to Affordable and Nutritious Food: Measuring and Understanding Food Deserts and Their Consequences. Economic Research Service. Retrieved November 25, 2013, from http://www.ers.usda.gov/media/242654/ap036_reportsummary_1_.pdf
U.S. Department of Commerce, United States Census Bureau. (2010). Community Facts. Retrieved October 10, 2013, from http://factfinder2.census.gov/faces/nav/jsf/pages/community_facts.xhtml