T2-02 Implementing Good Agricultural Practices (GAPs) in School and Community Gardens

Monday, July 29, 2013: 8:45 AM
213D (Charlotte Convention Center)
Ashley Chaifetz, University of North Carolina, Chapel Hill, NC
Kristina Alnajjar, University of North Carolina, Chapel Hill, NC
Alice Ammerman, University of North Carolina, Chapel Hill, NC
Benjamin Chapman, North Carolina State University, Raleigh, NC
Introduction: The interest in school and community gardens has increased over the past decade as a method to connect students and communities with food production. Although fresh produce is a common source of pathogens, a regulatory authority or guidance does not exist for gardens.  

Purpose: The purpose of this study was to create a set of evidence-based garden-specific best practices for gardens, place into an outreach intervention, and evaluate its effectiveness. The best practices suite was based on the U.S. FDA’s Guide to Minimize Microbial Food Safety Hazards for Fresh Fruits and Vegetables.

Methods: The project was structured as a summative evaluation with a pre-intervention and post-intervention visit to gardens. Gardens (n = 20) were selected through a convenience sample and information was collected on practices through semi-structured interviews as well as observations. Interview response data were coded and gardens were awarded a risk score based the USDA Good Agricultural Practices/Good Handling Practices Audit Verification Checklist.

Results: Baseline data demonstrated differences within the sample with respect to fencing (n = 13), handwashing policies (n = 4), and compost bins placement (n = 14). Post-intervention, five more gardens required pre-harvest handwashing (P < 0.01) and four gardens reduced risk by switching to municipal water. The mean risk score on the first visit was 54.74% but it was 65.14% by the second visit, an increase of 10.39% (P < 0.001). Sixteen gardens improved their overall scores, three gardens lessened their scores, and one garden stayed the same. 

Significance: With readily-available information, garden managers can take steps towards a safer garden. Food safety was not a topic on which they concentrate, but they were able to make critical changes with the curriculum. This intervention is a suitable starting point for employing GAPs in school and community garden settings.