Time flies and we are on the last week of our project. As we anticipated, stress levels have risen again. Deadlines are beginning to pile up as the finish line is right ahead of us. So we are working hard to produce results that we will be proud of. Although this may be the last post from us, we want to make it a meaningful one by discussing another moment of significance that left a big impact on us and led us to what we will showcase in our presentation and final report.


A moment of significance that occurred in the course (and especially our project) was our collaboration with Lorraine Chow during the Food Bank Challenge. We initially planned on creating a recipe book based on uncommon foods that are not usually found in Western diets. Alongside, we would have been helping facilitate one workshop that focused on teaching community members how they could use the foods in their food bags. However, as a result of the collaboration, the direction of our project deliverable changed to one that our group and the Hastings Sunrise community partners agreed was more appropriate to the community – a food skills guide. The Food Bank Challenge was a one day event, located at the Thunderbird Community Centre, where our group, under the guidance and direction of Lorraine, was challenged to make a meal with only the items that a recipient would receive for that one week from the food bank. During the meet-up, Lorraine’s insight and experiences helped us realize that a food skills guide would be more beneficial in building community capacity in food security within the Hastings Sunrise community. By getting a more hands-on experience we were able to better understand the day-to-day challenges faced by those living with low-income and experiencing food insecurity.

So What?

Our new understanding that was gained from the change in our deliverable was that as we became more immersed in the project over time, the objectives became clearer, and we gained new insights that dictated the outcome of the project. Participating in the Food Bank Challenge was the moment where we wanted to re-evaluate the effectiveness of our initial deliverable. It was through the challenge that we were better able to understand the community’s food system as we were no longer simply theorizing the issue, but actually seeing it for ourselves, which is one of the main reasons why Lorraine wanted to invite us to her community kitchen. Questions we asked ourselves during the Food Bank Challenge were:

  • How can we make a deliverable that is accessible to everyone in the community?
  • Will it be understandable by all community members?
  • Will it improve food skills?
  • Will it be effective in accomplishing our ultimate goal for this project, which is enhancing food literacy?

Since the shift of our objectives came so late into the project, we had to adapt quickly and work efficiently in order to still meet the deadline. Reflecting back at our situation, we learned that no matter how clear a project may seem in the beginning, there will always be unpredictable instances and obstacles that will change the course of the project. In the beginning of the course, our instructor, Will Valley, mentioned the importance of being flexible when working with our community partners. We kept this in mind as the months went by and we believe that through this reminder, we were able to not be too flustered when change continually occurred throughout the project.

Now What?

In evaluating the success of our project, the broader issue that needs to be considered is increasing access to healthy and affordable foods. In terms of food literacy, having knowledge of how foods can be prepared, cooked, and stored are essential for community members to be able to support themselves in their community food system. However, the knowledge cannot be applied if food choices are unavailable. Therefore, building community capacity is essential to building independence within the food system. To help initiate the process, we started a food skills guide. By attending the facilitator meeting and the Food Bank Challenge, we learned that some barriers people face are not knowing how to cook and/or not having the time, transportation, money, and childminding to obtain food and then cook a meal. However, they do know what a nutritious meal looks like and are interested in learning more. Therefore, by providing the knowledge to prepare common produce along with the knowledge of meal ideas, one would be better able to make a healthy meal.

To improve access to healthy and affordable foods, those doing the important work of advocating for improved accessibility should continue their endeavors. Moreover, municipal governments and planners should give convenience and grocery store owners as well as consumers incentives to ordering and purchasing healthy as opposed to unhealthy foods. However, potlucks can also be done where community members can combine their groceries with other members to make a meal, increase the variety in their diet, and widen the availability of kitchen equipment while decreasing the amount of time to cook meals. The idea is similar to the Lupii Community Cafe which we learned about at the facilitator meeting where they provide free community dinners in the Champlain Heights neighborhood. We hope that our food skills guide provides a template for the community to continue adding more to. Moreover, we hope the Instagram account along with the linked email can be used to receive more pictures that can be posted on the account to widen the geographic range of available inexpensive produce bags in the Lower Mainland.

However, we do acknowledge that there are limitations to the two deliverables in terms of their outreach. Both projects must be accessed via the internet which limits our audience. Therefore, a physical copy of the food skills guide should be made so people without access to the internet can use it. Furthermore, the locations of the dollar produce bags can be organized into a map. Community capacity building can also be addressed by creating a video on how to post pictures on Instagram so the account we created can be managed by community members.

Year 3 of the project will be continued in the coming spring term in which another LFS 350 group will pick up where we left off. We hope our report and collaboration over the past two and a half months will contribute, along with the next few LFS 350 groups, to the development and improvement of local food systems.

There has been a lot of effort and input put into this projects from our group members, community coordinators, and instructors. The challenges of integrating different perspectives of solving the current issues of food insecurity in Hastings Sunrise is a complex issue that cannot be covered and understood in just a few lectures. This project has broadened our views and thoughts on food security, which is the most valuable experience that we learned from this course. Though LFS 350 will end for us in one week, our contribution to this project and concerns about current issues on food security will still carry on.


University of Memphis. (2017). Module 5 – Capacity Building for Sustained Change. Retrieved from http://www.memphis.edu/ess/module5/index.php


Strategies for a Graceful Dismount

All of a sudden, it is now November and the end of this project is near. The past few weeks have been hectic with major changes made to what was planned for the outcomes, but it might just work out! Things are starting to come together, but that does not mean we should relax. Just like a race, even if the finish line is in our sight, we need to continue sprinting until we cross that line. For now, let’s look at what we have done up until this point and what is planned for the remaining weeks.

Weekly Objectives & Achievements

Click here for a pdf of our timeline

Week of October 23rd

  • Attended facilitator training meeting and gained better insight on how we should approach the community and the project without making assumptions about the community members.
  • Created the Instagram account and have begun posting daily pictures of produce dollar bags that can be found in various grocery stores in the Lower Mainland.

Week of October 30th

  • Participated in the Food Bank Challenge at the Thunderbird Community Center on Wednesday November 1st, which allowed us see what recipients get in their food bag.
  • We continued to post on Instagram incorporating food literacy in our social media platform for accessing affordable and nutritious produce by including food facts into the details of the posts. Our posts mainly consist of captions stating the date of the visit to the grocery store, the items in the bags, and the location of the store.
  • We Brainstormed the format for the Food Skills Survival Guide using Illustrator.

What Lies Ahead

Week of Nov. 6

  • Individual Group members will choose a food ingredient and draft associated cooking methods.

Week of Nov. 13

  • Complete food skills guide draft.
    • Each member will choose two kinds of produce that are popular items among grocery store’s dollar bags and discuss: how it tastes, storing, preparation, and cooking methods.
  • Receive feedback on the draft from our community partners

Week of Nov. 20

  • Finalize the food skills guide, incorporating suggestions from our community partners.
  • Stop data collection on the fruit and vegetable count from the Instagram posts.
  • Halt posts on the HSCFN Instagram on November 22nd
  • Submit the infographic and receive feedback.

Week of Nov. 27

  • Adjust contents and presentation of infographics accordingly to feedback.
  • Present finalized infographic in the UBC Nest.
  • Finish our final community project report.

Moments of Significant Change

We took some time to look at our moments of significant change during this project because it is important that we check in with each other to see how the project has been for the group as a whole. Does everyone feel the same emotionally?  As the project progresses are there differences among the group regarding the development of knowledge and skills?

Here is the graph with the trends we agreed on:

Figure 1. Time vs. Intensity Graph


As a group, we associated emotion with stress. In Figure 1, the higher the position on the y-axis the more stress we felt as a group. A common pattern we found from every group member when we discussed our individual emotion graphs, was that the first meeting with Joanne and the Steering Committee caused a significant change in everyone emotionally. After the steering committee meeting, the group felt confused and frustrated, which played a large factor in our stress levels that continued throughout the project. Throughout weeks four to eight, our stress stayed at an all time high as multiple emails were exchanged between our group and Joanne. However, the emails were still at times unclear and the amount of work we were assigned to do with the project was overwhelming. After our second meeting with Joanne and the facilitators on week 8, we felt more confident of our roles in the project and therefore less stressed. We anticipate that in the upcoming weeks our stress levels will increase again as it will be nearing the due dates of our final project. Our group agreed that our stress levels will dwindle after the project is completed. However, it does not reach the lowest point on the y-axis as we anticipate our final marks for the project


Since all of our group members took LFS 250, we were all equipped with some background knowledge on sustainable community food systems. We accumulated our knowledge by learning the ideas about food justice among different genders, ethnicities, and classes, while integrating asset-based community development concepts from LFS 350 lectures and tutorials. The community project gives us a chance to apply concepts that we have learned in the course so far to real world situations, helping to further facilitate our learning and prepare us for our future professions. For example, we learned from the HSCFN facilitator training that most of their food bag recipients are females, and that the Hastings-Sunrise community has a large Chinese demographic. We wanted to take into consideration these factors when facilitating our project and think about how we can provide a deliverable that is inclusive to everyone. One change we did was reducing the word content of the food skills guide and increasing the amount of pictures, as visual representations are easier to follow and to understand. We hope by taking into account the unique characteristics of the Hasting Sunrise Community, the food skills guide will be accessible by everyone in the community.

In the meetings with our community partners we gained additional knowledge from the partners of Hastings-Sunrise Community Food Network (HSCFN) as they know their community’s assets and strengths best. Additionally, we learned that there are many barriers the Hastings-Sunrise community faces in accessing food and garden services; for example, awareness and knowledge of existing food programs and mobility. The Asset-Based Community Development (ABCD) concept was reinforced, especially during the second meeting as much of the discussion was focused on strategies to strengthen the community’s capacity and to provide additional support without diving in with a ‘deficit mind-set’ (Mathie & Cunningham, 2003). The opportunity to participate in the HSCFN meetings was a valuable learning experience that could not have been replicated in lecture because we got to collaborate with community dietitians, agents, and residents


As a group, we agreed that we have accumulated some writing skills from previous courses in university before LFS 350. Our writing and communication skills have gradually increased as the community project progresses (Figure 1). We have learned the importance of using formal language in writing emails to community partners to clarify our project objectives. Additionally, we found out how crucial it is to communicate with each other and our community partner in a timely matter because information can be easily misinterpreted and the completion of tasks can be delayed. We also developed our writing skills through blog posts and the project proposal, as well as through editing our assignments with consideration to the feedback we received. We believe the quality of our writing and communication skills will continue to improve as we work on our project deliverables, report, and final presentation

The Graceful Dismount

On Wednesday November 1st, our group participated in a Food Bank challenge at the  Thunderbird Community Center’s community kitchen. The organizer received a bag of food, imitating exactly what a recipient would have received from the food bank that week. Since our participation in the challenge, our project has slightly been modified from creating a recipe book to a food skills guide in hopes to help community members make affordable, delicious, and nutritious meals from items they receive from the food bank and potential dollar bags from neighbourhood grocers. To successfully create a food skills guide, every group member will research a commonly found food item in the $1.00 food bags and it’s respective cooking methods. The guide can potentially be a resource for community members to enhance their food skills and exchange ideas thereby forming a path towards achieving collective action and empowerment (Mathie & Cunningham, 2003).

By November 8, a food skills guide deliverable will be drafted by each group member and later compiled to make one cohesive guide. We plan to meet and collaborate with a Thunderbird Community Center member that week to get further insight on the reality of a meal a food insecure person, who uses food from the food bank, would make. Their input is valuable to us as they make community meals in the Thunderbird Community kitchen often. Our contribution to the food skills guide deliverable will be complete once our draft has been revised and finalized, which then may be used as a template for others to complete in hopes of creating a book used potentially for fundraising purposes by HSCFN.

Nearing the final weeks of the course and project, our group will continue to post on the HSCFN Instagram until November 22. While finalizing the food skills deliverable we will be working on the report, infographic, and final presentation, integrating the feedback we have received throughout the project. During this time, we will also be assessing our efforts as a group on the project and reflecting on the successfulness of our project. Our successfulness of the project can be measured by looking at the completion our deliverables, but it can also be measured by how well our group members worked together while increasing our knowledge of working with a community and their stakeholders. From the beginning of our project till the end, we hope to have increasingly adopted asset-based thinking throughout our project, which is one concept first introduced to us in the beginning of LFS 350.


Mathie, A., & Cunningham, G. (2003). From clients to citizens: Asset-based community development as a strategy for community-driven development. Development in Practice, 13(5), 474-486.


Project Proposal & Progress

October is here and the season has changed. Although it is nice to look at the sight of trees in Autumn, we have not been able to take the time to appreciate it. Why? We have been busy getting a number of tasks done with this project!

The biggest task done so far has been our project proposal. Click here to see it.

What else have we achieved so far?

Click here for a pdf of our timeline.

Oct. 9-13:

Communicated with Community Partner (Joanne McKinnon) via email with which we

  • Received the login and password for the Hastings-Sunrise Community Blog
  • Obtained contact information of  the community agency member that will be hosting the first workshop
  • Confirmed the location and time (Monday, October 23rd at 5pm at the Hastings Community Centre) in which the facilitator training session will be held

Contacted Food Box Donors

  • Contacted Greater Vancouver Food Bank via email on Oct.11, 2017. Awaiting response.
  • Contacted Van-Whole Produce via email on Oct. 11, 2017. Awaiting response.

We asked them about the contents of the food box, as it is different every month for each agency. We will be using the responses from donors to better cater our recipes with the food provided by donors.

What’s Next?


Before the facilitator training session

Research Recipes

  • Focusing on easy and cost-effective reproducible recipes at home
  • 6 recipes in total

Plan: Each member will search for one recipe that includes the food items in the food box. The blog and recipe book will contain these recipes as a starting point.

Research Specific Cooking methods

  • Food Canning
  • Food Dehydration
  • Food Preservation

Plan: These three methods will be included in the workshops. Therefore, we will research them by using online resources and published cook books to gain a better understanding before we help facilitate the workshop.

After Oct. 23:

Before the workshop

Food Knowledge Platforms and Recipe Publication

  • Create Instagram and recipe email account
  • Post recipes on blog and Instagram
  • Compile previously researched recipes and draft a semi-final recipe book with a cover page

Plan: Access the HSCFN blog and create a tab for the recipes. We will also edit the recipes into a uniform orientation so that its format is consistent. The email account is where community members can send in their own recipes and/or ingredient substitution ideas for recipes, which will be added to the recipe section of the blog. The Instagram account will have posts that introduces the project, recipes, weekly food boxes, and produce information. As for the recipe book draft, we will use a photo editing software like Adobe Photoshop Online.

Participant Survey

  • Create a survey that captures the success of the workshop

Plan: Make a survey format that is easily understood and answered using measures such as a ranking scale. We will utilize available resources to help us ensure that the survey is of good quality and is consistent in its questions.

Consent Form

  • Consent form for the survey and for pictures to be taken during workshop for the food circle’s Instagram account and blog

Plan: Research the proper information from the Tri-Council Policy Statement: Course on Research Ethics to put into the consent form as well as the process in how the form is supposed to be given.

During workshop (date of workshop TBA)

  • Take photos
  • Conduct survey

Plan: Obtain a camera and print out the surveys so they can be handed out at the end of the workshop

After workshop  (date of workshop TBA)


  • Compile survey results

Plan: Input the data into an Excel spreadsheet to better analyze and incorporate the feedback into the final deliverables.

Photo Publication

  • Post on blog
  • Post photos on Instagram

Plan: Create a photo gallery post on the blog to showcase the photos and upload a series of photos onto Instagram as well.

Final Deliverables 

  • Post photos on blog and Instagram

Plan: Create a photo gallery post on the blog to showcase the photos and upload a series of photos onto Instagram as well.

  • Finalized Recipe Book

Plan: Continue using the photo editing software to finish the recipe book where feedback from the participants will be included. Send and confirm final version of the book with Joanne and the agency member for the first workshop before printing out marketable copies.

A Moment of Significance


We went to our first meeting with our community partner thinking that we would get a clearer sense of what and how the project will proceed. However, we were left with confusion as there was a lot of information to take in and the task that was assigned to us during the meeting, the creation of a recipe book, was not what we had expected from the project information description. Due to the miscommunication between our group members and our project coordinator, we were not able to start on the project right away as several emails needed to be exchanged in order to clarify the project.

So What?

It caused a lot of concern among the group because of the unclarity between us and our community partner. Additionally, time was worrisome for us because we have limited time to facilitate the project and much of what was proposed during the meeting did not fit our course timeline, as most of the workshops were planned for December and early 2018. However, we did not immediately address these concerns, especially right after the meeting. After consulting our TA, we realized that instead of just listening and taking notes, we should have taken more of an active role by giving our input and ideas because this project also involves us and our actions count.

Now What?

In collaborative projects like this, it is important to have clear communication. To minimize miscommunication problems in the future, we should ask more questions if we’re unclear of our role and/or to follow up with our project coordinator on the same day as our interaction. That way both parties will be on the same page. Currently we are emailing our community partner when we have questions so we are not speculating on details of the project and can be as accurate as possible. This creates transparency between us and our community partner, thus both sides become aware of what the project plans are and what needs clarification. We have also been more communicative with each other, as group members, to ensure that everybody is on the same page on understanding the timeline of our project and with how we want to progress with the project.

From this experience, we can use the skills we have learned in our upcoming meeting and future projects to ensure that we are giving input to create a presence and know what the next steps are when we leave.

In addition, with the Asset-based Community Development approach, we would like our projects to become community-led so they can be sustained after our involvement comes to an end (Mathie & Cunningham, 2003).

Our group would like our recipe ideas to incorporate community knowledge so that they are more culturally appropriate and suitable to residents’ needs. A contributor to food insecurity is the difference in culture, as the method currently used is aimed towards Canadian values (Moffat, Mohammed, & Newbold, 2017). Some common ingredients in the North American diet, such as beets, can be unfamiliar to other cultures. Not knowing how to prepare or experiment with new food are barriers to achieving food security in a culturally diverse community like Hastings-Sunrise. However, cultural diversity can be achieved if there is transparency between the researchers as well as the community throughout the whole process of the project, which is typically absent in research practices (Bradley & Herrera, 2016).


Bradley, K., & Herrera, H. (2016). Decolonizing Food Justice: Naming, Resisting, and Researching Colonizing Forces in the Movement. Antipode, 48(1), 97–114. doi: 10.1111/anti.12165

Mathie, A., & Cunningham, G. (2003). From clients to citizens: Asset-based Community Development as a strategy for community-driven development. Development in Practice, 13(5), 474-486. doi: 10.1080/0961452032000125857

Moffat, T., Mohammed, C., & Newbold, K.B. (2017). Cultural dimensions of food insecurity among immigrants and refugees. Human Organization, 76(1), 15-27. doi: 10.17730/0018-7259.76.1.15


And Now The Sun Rises

“I fell in love with the neighbourhood,” Miller says. “It’s multicultural. It’s an eclectic neighbourhood, and that’s why I like it. It’s so vibrant and energetic. It felt like something was happening.”

This quote about Hastings-Sunrise was said by the owner of Red Wagon Restaurant whose “business exceeded all expectations” in the once run down East Hastings Street (Georgia Straight, 2014). Over the years, this community has changed with many shops opening up and attracting more people, both tourists and residents of the Lower Mainland. Although it may be reviving into a vibrant, bustling neighbourhood, how can we connect this growing community and build strength against increasing food insecurity as Vancouver’s economy changes?

Our Community Partner

Hastings Sunrise Community Food Network (HSCFN) is a non-profit organization aimed at improving and supporting food access to the Hastings Sunrise community (HSCFN, 2015). By building on the community’s foundation, HSCFN aspires to help the Hastings Sunrise food system become more self-reliant and sustainable (HSCFN, 2015). Moreover, their role is to contribute ideas and programs as well as to add onto existing initiatives in the community (HSCFN, 2015). The network consists of five agencies – Hastings Community Centre, Frog Hollow Neighborhood House, Kiwassa Neighborhood House, Thunderbird Community Centre, and City Reach (HSCFN, 2015).

Project Objectives

  • Help agencies facilitate food literacy workshops in the Hasting Sunrise community.
  • Help support Hastings Sunrise Community Food Network in their mission of connecting community members towards access of healthy, affordable food

Who Are The Students Involved?

This project includes 6 students from the University of British Columbia, under the Faculty of Land and Food Systems. They are all currently enrolled in the LFS 350 course, which allowed them to take part in this project.

Sylvie Chen is a Nutritional Science major student. She is interested in exploring various food cultures among different countries. Understanding various food habits in different regions is an efficient way to understand their culture, including religions. Also, she wants to approach the knowledge about healthy diets during her undergraduate study and be able to apply it to daily life to improve her and her family members health consciousness. She thinks the Hastings-Sunrise project is an excellent chance to apply the theoretical knowledge on actual practice through helping low-income community members to understand their foods and use them correctly.

Eunice Wang is a third year undergraduate in the Food, Nutrition and Health program, specializing in Nutritional Sciences that mainly focuses on the nutritional aspect of foods and scientific scale of food systems. She has a great interest on how healthy foods can improve people’s health and living conditions. She is very excited to study how social factors, such as income level and cultures have impact on how people eat foods in healthy and nutritional ways. Travelling around the world is one of her favourite interests because she can have a chance to taste different styles of foods and get to know local healthy diets. She cherishes the opportunity of accomplishing this project since she can study what it is that prevents people from having healthy nutritional diets and foods.

Valerie Kam, is a third year Nutritional Science major student. After taking several nutrition courses, she enjoys studying human international nutrition the most, especially when it pertains to malnutrition in children. This particular project piqued her interest, as it mirrored a project she participated in another course prior. With both of the projects centralizing their topic on food literacy, she is excited to see how different it will be to conduct food literacy workshops with a different audience and community this term.


Melissa Gee is a fourth year student majoring in Applied Animal Biology. She is interested in studying animals, but is especially fond of birds. However, to study an organism, one must also look at their interactions with others and the environment, which includes the effects of agriculture. Moreover, eating is an activity that everyone shares and an activity that is a major part of our lives. As a result, people should think more critically of their food choices since they have varying degrees of impact on the environment. The Hastings-Sunrise project incorporates the concept of food rescue to not only optimize food utilization, but to also minimize food waste, which is an idea she is interested in.

Olivia Chan is a third year Food, Nutrition and Health student, aspiring to become a dietitian. She is interested in helping others lead healthier lives through nutrition, a subject she has been passionate to learn about since her first Home Economics class in high school. She wants to focus on being able to help a wider population, from those less fortunate to those of different ethnicities based on what she has learned so far in her courses and from volunteering. That is why she believes the Hastings-Sunrise project best suits her interest, as engaging with a diverse community will give her a better insight into food security and find various ways to help people of different backgrounds gain access to better nutrition.

Jessica Williams is a third year undergraduate student majoring in Nutritional Sciences. She is passionate about food, health and nutrition and aspires to promote wellness of people and communities across the globe. She is interested in international nutrition, race, age and gender issues specifically regarding women and children’s health. She also chose this project because it addresses food security in local communities and the resources available to help to alleviate challenges in accessibility, availability and affordability.


First Impressions

Based on last year’s report of the Hastings Sunrise Community Food Circles, our first impression of this project leads us to recognize that we will need to utilize the our listening skill Ernesto Sirolli emphasizes in his TedTalk that we should “shut up and listen” in order to be effective in the community. To be effective partners with the Hasting-Sunrise community, listening will be an integral skill that will help us better understand the community dynamics.

Additionally, Sirolli argues there is no “I” in community based projects and for a collective community to be successful in these projects, it will involve incoporating all of the community’s skills and knowledge. As we were reading up on the project description, we recognized that the Food Circles Food Literacy Workshops are planned with an asset-based approach as the agencies will be using community assets, like produce from food banks, to help development a community with increased community capacity in food security.

In developing relationships with the Hastings-Sunrise community citizens through meaningful dialogue, not only will we want to adopt Sirolli’s first principle of aid, which is respect, we want to adopt an “appreciative inquiry approach” (Mathie A., Cunningham, G., 2003).  Mathie and Cunningham propose this approach as it highlights the positive attributes of a community that were successful in the past to encourage improvements and change within their community (Mathie A., Cunningham, G., 2003). We believe it will be respectful for the local people and enable us to understand what they need instead of what we think is right for them. Overall, combining the ideas of both asset-based community and Sirolli’s talk, we hope to develop a relationship with the Hasting-Sunrise community members by engaging in supportive and respectful dialogue that is neutral and unbiased.

Why Did We Choose This Project? What Do We Want to Gain?

The Hasting-Sunrise Community Food Network is mainly focused on increasing food security within the Hastings-Sunrise community. Food literacy workshops can be effective in increasing food knowledge and food skills, which can contribute to improved food security and food sustainability. In working with the Hastings-Sunrise community, we hope to get a better understanding of community capacity building by collaborating with the agencies, workshop facilitators and community participants. We also hope to see how community agencies strive towards community food security, which is “a situation in which all community residents obtain safe, culturally acceptable, nutritionally adequate diet through sustainable food system that maximizes self-reliance and social social” (McCullum, Desjardins, Kraak, Ladipo & Costello, 2005). In addition, we would like to see progression towards evidence-based strategies to build community food security from a stage one initial food system change to food systems in transition (McCullum et al.,2005). The Hastings-Sunrise Community Network also facilitates participatory decision-making, including the participation of food agency members and resident members in steering committee meetings (McCullum et al.,2005).  In effect, we, as a group, hope to build our awareness and gain a better understanding towards community food insecurity throughout our experience. We hope to contribute our resources to help empower and strengthen community assets while contributing to positive changes within community (Mathie A., Cunningham, G., 2003).


Hastings Sunrise Community Food Network. (2015). Who We Are. Retrieved from http://hscfn.com/who-we-are/

Johnson, G. (2014, Feb 19). Hastings-Sunrise basks in the area’s rebirth. The Georgia Straight. Retrieved from https://www.straight.com/life/589251/hastings-sunrise-basks-areas-rebirth

Mathie, A., & Cunningham, G. (2003). From clients to citizens: Asset-based community development as a strategy for community-driven development. Development in Practice, 13(5), 474-486.

Sirolli, E. (2012). Ernesto Sirolli: Want to help someone? Shut up and listen! Retrieved from https://www.youtube.com/watch?v=chXsLtHqfdM