1st level Master of Gastronomy: CREATIVITY, ECOLOGY AND

a.y. 2020_21

Student Guide

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CONTENTS GENERAL INFORMATION ...... 3  Program Overview ...... 3  Calendar ...... 3  Program Structure ...... 3  Syllabi ...... 7  Workshops/Partecipatory Learning ...... 30  University Fee Payment Regulations ...... 37 TEACHING MATERIAL ...... 38  BlackBoard ...... 38 STUDENTS ATTENDANCE...... 40  QuickPresences ...... 40 EXAMS and EVALUATIONS ...... 40  Grading Chart ...... 41  Plagiarism: Policy And Penalties ...... 41  Turnitin ...... 42 UNISG ONLINE PORTAL ...... 42  Esse3 ...... 42 CONTACTS AND OTHER USEFUL INFORMATION ...... 42  Unisg Academic Staff ...... 42  Unisg Administrative Staff ...... 43  Student Services ...... 43

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GENERAL INFORMATION

 Program Overview Designed to examine and explore the multiple values of and the possibilities of gastronomy under the lens of creativity, following the “thinking in practice” model to unfold various creative strategic fields along with the students. This program focuses on experimental practices of teaching and learning and envisions gastronomy as a powerful tool to open up ideas for contemporary artistic projects, new social platforms and novel paths in food education; equipping the students with ecological sensibility and care for food. The three conceptual focal points, – creativity, ecology, and education – are analysed in depth throughout the program because creative thinking in gastronomy constantly faces environmental and ecological issues, and is therefore explored at every point in the supply chain, from food production, to transformation, to consumption.

The University applies a system of educational credits to its curriculum, which corresponds to the procedures in place in Inter- University Collaboration Relations. This master is a first-level master, with a total of 90 ECTS credits (1 ECTS credit = approx. 25 hours of student work).

 Calendar The calendar of classes, study trips, and other programmed events can be found here.

Morning and afternoon sessions are generally scheduled as follows: 10:00 a.m. – 1:15 p.m. 2:30 pm – 5:45 p.m.

 Program Structure This program is structured with an interdisciplinary and experiential study of gastronomic and it’s divided into: 1. Interdisciplinary basics of gastronomy: Introduction to food and gastronomy through creativity, ecology and education. 2. Interactive teaching & learning: workshops, seminars with scholars and professionals, and group projects, each with the following focal points: Creativity – Creative process, food writing, food photography, art and food, etc… Ecology – Circular ecology and economy, sustainability, social economy, etc… Education – Tasting of wine, cheese, coffee, tea, food criticism and food journalism, etc… 3. Study Trips: one-week study trips provide the students with a profound understanding of global food systems, both artisanal and industrial, by visiting far-flung places and going behind the scenes of food production. Study trips allow students to meet the real protagonists of contemporary food systems, such as farmers, producers, chefs and other food professionals, while tasting typical products in their context of origin. For the current academic year, destinations will be chosen in accordance with the most recent Covid-19 restrictions. Due to Covid Emergency, the study trips might become virtual trips. For more detailed information, please contact [email protected]. 4. Internship: The internship aims to give students the opportunity to explore, through work experience, some of the topics studied during the previous months of classes and study trips. Alternatively, students can choose to pursue an individual research project. 5. Personal creative portfolio: Before the end of the program, each student will prepare a final creative portfolio to present from her / his point of view the most important steps she / he has taken during the program 6. Final thesis or report: Students can choose between an academic level thesis or a simple report of the internship/research project. The activities related to the second part of the program are carefully planned so every student creates a personal project portfolio intended as an extra tool for them to enter the professional world in terms of creative innovation, education and research.

 Program Requirements  an undergraduate or first-level degree  proficiency in written and spoken English

Students from all countries are eligible to apply. Note that diplomas issued from non EU-accredited institutions must be accompanied by an Italian consular accreditation (the “Dichiarazione di Valore” or “DV”) as part of the admission process, which candidates must obtain and submit to the Registrar Office. The original DV must be handed in to the Registrar Office no later than the first day of the program and will be kept by the university for the duration of the program. (The consulate may choose to send the document directly 3

to UNISG.) The application to UNISG must be completed through an Italian consular representative. Applicants should contact their local Italian consulate as early as possible to ensure adequate time for all consular processes. For more information, please see the Bureaucratic Procedures page on our website.

 Study Plan

Name: Master of Gastronomy: Creativity, Ecology and Education Convenor: Prof. Nicola Perullo Starting Date: March 3rd, 2021

ES ACADEMIC AREA ECTS LECTURER AFFILIATION HOURS (exam)/FREQ ACTIVITY (attendance)

Human Sciences and Ecology (Area coordinator Paolo Gruppuso) ES

Basics of G Food and Gabriele Proglio University of Pollenzo 16 Basics of G Food and Paolo Gruppuso University of Aberdeen 16 12 Food and Cultural Basics of G Ecology Gabriele Volpato University of Pollenzo 16 Basics of G Food and tbc tbc 16 , Nutrition and (Area coordinator Gabriella Morini) ES

University of Western Basics of G Food and Psychology Carol Coricelli Ontario 16 10 Riccardo Migliavada University of Pollenzo Basics of G Dietetics and Well-Being Andrea Pezzana University of Turin 16 Basics of G Food and Science Gabriella Morini University of Pollenzo 16 Diplomacy, and Politics (Area Coordinator Lorenzo Kihlgren Grandi) ES

Kihlgren Basics of G Gastrodiplomacy Lorenzo Grandi Sciences Po 16 Food Activism: 10 Agroequity and Stone Barns Center for Basics of G Advocacy Shakira Simley Food and 16 Animal and more-than Basics of G Human Robert Hearn University of Nottingham 16

Philosophy, Education and Perception (Area coordinator Nicola Perullo) ES

Philosophy, Taste and Basics of G Creativity of Perception Nicola Perullo University of Pollenzo 16 10 Eating, Parasitism and Gustavus Adolphus Basics of G Personhood Lisa Heldke College 16 Basics of G Theory of Education Jan Masschelein University of Leuven 16 Art, Architecture and Design (Area coordinator Sonia Massari) ES Umami Festival - New 10 Basics of G Food and Art History Yael Raviv York University 16 4

Artist Deutch Institute for Basics of G Food Design and Art Marije Vogelzang Food Design 16 Sustainability and Food Indipendent Resercher Basics of G System Design Sonia Massari GustoLab 16 Manchester School of Basics of G Food Architecture Ray Lucas Architecture 16

WORKSHOPS / PARTECIPATORY LEARNING (Area Coordinator Paolo Gruppuso)

CREATIVITY ES Food and Drink Writing Bruce Mc Michael Free Lance Journalist 12 Practical Workshops in the kitchen in

collaboration with Master Culinary Arts Carol Povigna University of Polenzo 12 Creative Process in University of Pollenzo 12 Cooking Nicola Perullo Artist Deutch Institute for 8 Arts and Crafts Marije Vogelzang Food Designer 12 Giulia Mattalia 8 Edible Garden Practices Pollenzo's didactic

Aleksiei Taran gardener 8 Food Photography Erik Olsson Free Lance photographer 12 Performance, Culture

and Nutrition Caroline Gatt University of Aberdeen 12 EDUCATION ES Contemporary Gastronomy and Food Journalist and Director Criticism Marco Bolasco Giunti Editore Food 12 Foraging and Deep Andrea Pieroni University of Pollenzo 4 Mapping Paolo Gruppuso University of Aberdeen 8 Cooking Skills and

Education Barny Haughton Square Food Foundation 12 Quality Assessment

(Coffee) Paolo Panero Coffee Expert 8 The Taste of Tea Jameel Lalani Tea Entrepreneur 8 8 The Taste of Raw Milk

Cheese Ludovico Roccatello Slow Food 8 Epistenology : from Knowledge about Wine

to Knowledge with Wine Nicola Perullo University of Pollenzo 12 Making and Learning

about Bread Enrico Giacosa Professionals 8 The Taste of Natural

Honey Andrea Paternoster Mieli Thun 8 The Taste of Beer Eugenio Signoroni Slow Food 8 ECOLOGY ES Food Marketing and 8 Sustainability Daniela Pirani University of Liverpool 12

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Circular Ecology and Economy : the case for Emanuel Water e Bompan Renewable Matter 12 Food Publishing Emilia Terragni Phaidon Publishing 12 Difference that Makes a

Difference tbc tbc 12 Slow Food Philosophy Carlo Petrini, Paolo di Slow Food 12 Croce, Roberto Burdese Sustainability: Reality

Matters Cinzia Scaffidi University of Pollenzo 12 Social Economy and

Power Relations Francesca Grazioli Bioversity International 12 Socio-Economic

Dimensions of Food Donatella Saccone University of Pollenzo 12

Deepening and exploration of one field (Creativity, Ecology, Education) by three ES (Collective 3 groups presentation)

Intertwinin g the 2 Final Portfolio (on the base of the 3 areas and specific activities of each group) ES Threads

Workshop Career Center 6

Italian Language Paola Capellino 24 Other 3 Study Trips freq Activities Internship or Personal 3 freq Research 3 Thesis or Report ES

90 Total ECTS Credits Total number of hours 582

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 Syllabi

Program Name: Master of Gastronomy: Creativity, Ecology and Education (MOGCEE) Academic Year: 2020/21

PLEASE NOTE THAT DATES AND INFORMATION INCLUDED IN THE SYLLABUS MAY BE SUBJECT TO CHANGE. PLEASE ALWAYS REFER TO YOUR ONLINE CALENDAR.

HUMAN SCIENCES AND ECOLOGY (MA0462)

Course Name: FOOD AND HISTORY Preliminary information: a) Lecturer’s name and surname: Gabriele Proglio b) Lecturer’s email address for students: [email protected] c) Office hours for students (if applicable): Monday morning, 10-12 p.m. d) Affiliation (Institution, company, organization): University of Gastronomic Sciences e) Teaching language: English

Course Content This course examines the of food and foodways in Europe, taking into account many aspects and periods of the Western modernity. All classes – with frontal teaching and involvement of students in debates – will address relevant subjects in understanding and interpreting the relationship between the human being and historical contexts. After a preliminary introduction, in the first class we will talk about the nexus nature and culture, analyzing important contributions written by Massimo Montanari, Fernand Braudel and Marie-Claire Amouretti and Georges Comet) on the role of time and space in the production of food and articulation of foodways. The second class will be on the invention of the cuisine, examining the use of the fire in cooking and, in particular, focusing on positive and negative aspects of written and oral cuisines (Montanari, Goody and Giard). The third class, then, will focus on the taste as a cultural product, showing its relation to knowledge. In particular, we will consider the taste as a collective and shared cultural construct, with close connections to gastronomies, diets, habits, and “good manners”. In this section, we will read and comment two essays by Montanari, and introduce some reflections by Norbert Elias, Pierre Bourdieu and Jean-Louis Flandrin. In the last class, we will address the role of food in describing social structures, reading an essay by Appadurai, and focus on two specific topics: gender and race. In particular, these two subjects will be analyzed through the intersectional approach in the article by Psyche Williams-Forson and Abby Wilkerson, and taking into account many facets and aspects of the relation between food studies and race in the contribution by Rachel Slocum.

2. Specify the type of teaching used: lessons, exercises, team work, workshops, etc. and how they will be structured. Frontal lessons with collective discussion. Presentation and reading of historical sources (written documents, iconographic sources).

3. Describe the exam, assignment(s), presentation(s), or other evaluation tools to be used Exam: Short answer test questions. 7

Reference Text Please look at the assignment section, with a complete reference texts list.

Teaching Material Slides

Objectives At the end of the course, students should know the essential lines of food history, on the economic, social and cultural plan, based on the reading of documentary, narrative, literary, scientific sources, shown as examples of start-up for historical work. Students should communicate in written form on the subject of the discipline using a specific terminology.

Requirements/Advance readings (or other assignments) Reading the reference text (see supra) before the lectures will be highly appreciated, so to implement collective discussion on the topics that will be proposed.

Assignments: Class 1 – Nature/Culture Reading required: - Massimo Montanari, Food is culture, Chapter 1 - Fernand Braudel, Il pane quotidiano, in Id., Civiltà materiale, economia e capitalismo. Le strutture del quotidiano (secoli XV-XVIII), Torino, Einaudi, pp. 81-83; ENG: Fernand Braudel, Daily bread, in The Structures of Everyday Life. Civilization & Capitalism (15th-18th century), University of California Press, Berkeley and Los Angeles 1992, pp. 104-108. - Marie-Claire Amouretti and Georges Comet, L’ulivo e la sua storia, in Jacques Le Goff e Jean Ferniot (a cura di), La cucina e la tavola. Storia di 5000 anni di gastronomia, Dedalo Edizioni, Bari 2019, pp. 241-257. Screening required: - “About culture and food”, a speech by Claudia Roden (https://www.youtube.com/watch?v=is7IJgibSxE) Class 2 – Oral and Written Cuisines Reading required: - Massimo Montanari, Food is culture, Chapter 2 - Jack Goody, Part II Food, in Id. Food and Love, Verso, New York, pp. 125-148. - Luce Giard, Doing-Cooking, in Michel de Certeau, Luce Giard and Pierre Mayol (eds), Practice of Everyday Life. Volume 2: Living and Cooking, University of Minnesota Press, pp. 149-151.

Class 3 – Taste as a cultural construct Reading required: - Massimo Montanari, Food is culture, Chapter 3

Class 4 – Gastropolitics, Race and Gender Reading required: - Arjun Appadurai, Gastro-Politics in Hindu South Asia, in American Ethnologist, Vol. 8, No. 3, Symbolism and Cognition (Aug., 1981), pp. 494-511. - Psyche Williams-Forson and Abby Wilkerson, Intersectionality and Food Studies, in Food, Culture & Society, Vol. 14, Issue 1, 2011, pp. 7-28. Rachel Slocum, Race in the study of food, in Progress in , Vol. 25, No. 3, 2010, pp. 303-327.

This course is part of the area “Human Sciences and Ecology”, so the final written paper of this area will comprise different courses.

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Course Name: FOOD AND ANTHROPOLOGY Preliminary information: a) Lecturer’s name and surname: Paolo Gruppuso b) Lecturer’s email address for students: [email protected] c) Affiliation (Institution, company, organization): d) Teaching language: English

Course Content 1.Program a) Anthropology and Food I Introduction to anthropology and pioneering approaches to food. (Commensality; Reciprocity; Food as a Social Total Fact) b) Anthropology and Food II Influential approaches in anthropology of food. (Structuralist and Symbolic approaches; Cultural Materialism) c) Food Systems Relational Approaches in anthropology. (Food as an array of more-than-human relations and practices: Restaurants, Sociality, Cooking) d) Food and the environment Sustainability, Environmental Conservation, Anthropocene. (Critical perspectives; Environmental Conflicts)

2. Teaching Method Meetings will include frontal lectures, team work, and discussions.

3. Describe the exam, assignment(s), presentation(s), or other evaluation tools to be used Final review (pass-fail) in class on Friday March 19th (10 – 13.15pm). This course is part of the area “Human Sciences and Ecology” so the final written paper will comprise different courses.

Reference texts and Teaching Material The amount of readings required for the course will not exceed a maximum amount of approximately 100 pages. This is a basic and indicative bibliography:

Berris, D. and Sutton, D. (eds.) 2008. The Restaurants Book: ethnographies of where people eat. Oxford, New York: Berg. Boas, F. 1921. Ethnology of the Kwakiutl, based on data collected by George Hunt. Washington: Government Printing Office. Boas, F. 1909. The Kwakiutl of Vancouver Island. Memoirs of the AMNH. E. J. Brill,: New York Brightman, M. and Lewis, J. (eds.) 2017. Anthropology of Sustainability. Beyond development and progress. Palgrame Macmillan. Brown, N., de González, T. and McIlwraith, T. 2017. Perspectives: An Open Invitation to . American Anthropological Association. http://perspectives.americananthro.org/ebook.php Counihan, C. and Van Estrik, P. (eds.) 2012. Food and Culture: a reader, 3rd Edition. New York: . Crowther, G. 2013. Eating Culture. An Anthropological Guide to Food. Toronto: University Press. Douglas, M. 1972. Deciphering a meal. Daedalus, 101(1):61-81. Gruppuso, P. 2018. Edenic Views in Wetland Conservation: Nature and Agriculture in the Fogliano Area, Italy. Conservation & Society. Ingold, T. 2000. The Perception of the Environment. London: Routledge Ingold, T. 2005. Epilogue: Towards a Politics of Dwelling. Conservation & Society. 2005. 3(2):501-8. Ingold, T. 2018. Anthropology. Why it Matters. Medford, Cambridge: Polity Press Meigs, A. 1987. Food as a cultural construction. Food and Foodways. 2(1):341-357. Malinowski, B. 1922. Argonauts of the western Pacific; an account of native enterprise and adventure in the archipelagoes of Melanesian New Guinea. London: G. Routledge & Sons. Parham, S. 2015. Food and urbanism. The Convivial City and a Sustainable Future. London: Bloomsbury.

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Paxson, H. 2016. “Rethinking Food and its Eaters: Opening the Black Boxes of Safety and Nutrition”. In Klein, J.A. and J.I. Watson (eds.) The Handbook of Food and Anthropology. London: Bloomsbury. Pp. 268-288. Robertson Smith, W. 1889. Lectures on the Religion of the Semites. Fundamental Institutions. London: Adam & Charles Black. Steel, C. 2013- Hungry City. How Food Shapes Our Lives. London: Vintage. Further materials will be provided before the beginning of the classes and during the lectures.

Objectives Premising on the idea of food and gastronomy as inherently transdisciplinary issues, the course aims to give a taste of the richness and diversity of anthropological approaches that may help to situate food in a broader perspective. Insights into the foundation of the discipline will be provided, along with a number of varied contemporary ethnographic cases. Particular attention will be directed to food in relation to sustainability, the Anthropocene, and the nature/culture divide. In the spirit of anthropology as an art of enquiry, the final goal of the course is to challenge common thoughts about food and to raise questions, rather than providing answers.

Requirements/Advance readings Required readings will be provided before the first meeting.

This course is part of the area “Human Sciences and Ecology”, so the final written paper of this area will comprise different courses.

Course Name: FOOD AND CULTURAL ECOLOGY Preliminary information: a) Lecturer’s name and surname: Gabriele Volpato b) Lecturer’s email address for students: [email protected] c) Office hours for students (if applicable): in class after lessons or on appointment d) Affiliation (Institution, company, organization): UNISG e) Teaching language: English

Abstract An understanding of the relations among humans, other-than-human species and the environment is fundamental to build sustainable food systems. All food systems rely on a fabric made of biodiversity and species relations, a fabric that our global civilization is eating like clothing moths. The aim of this course is to illustrate and discuss the essential ties that exist between ecological relations and sustainability in food production, highlighting at the same time contemporary trajectories in the relation between humans and the living planet that hosts them.

Course content 1. Program Lesson 1: Ecology and the web of life; The Gaia theory and Planet Earth as a super-organism; interconnectedness of everything Lesson 2: The importance of diversity (biological, cultural) for food systems and for the resilience of , communities, and humankind Lesson 3: Invasive species and the evolution of humans as a super-invasive species; one species eating the planet into a Sixth Mass Extinction Lesson 4: Indigenous wisdom and how to nurture the web of life; sustainability, creativity, and transitions toward resilient food systems

2. Teaching method Lectures with projection of slides, case studies, and discussions. Teaching language: English.

3. Criteria, rules and procedures for the exam 10

The exam will consist in an oral assessment about the topics of the teaching. The questions refer to the themes, concepts, and principles addressed in the course, which the student will need to address critically. This course is part of the area “Human Sciences and Ecology” so the final written paper will comprise different courses.

Reference text and Teaching Material For this course, didactic material does not coincide with available texts. The material consists of the PowerPoint presentation of the course and of the notes students take in class. Useful and advised readings (available for consultation at the Unisg Library) are: • Capra, F., Luisi, P.L. 2016. The Systems View of Life: A Unifying Vision. Cambridge University Press. • Diamond, J. 2011. Collapse: How Societies Choose to Fail or Succeed. Penguin Books. • D’Alisa, G., Demaria, F., Kallis, G. (Eds.). 2015. Degrowth. A vocabulary for a New Era. Routledge. • Flannery, T. 2011. Here on Earth. A natural history of the planet. Atlantic Monthly Press. • Kolbert, E. 2014. The Sixth Extinction: An unnatural history. Bloomsbury Publishing. • Krebs, C.J. 2016. Why ecology matters. University of Chicago Press. • Lovelock, J. 2000. Gaia: A new look at life on Earth. OUP Oxford. • Margulis, L. 1999. Symbiotic planet. Basic Books. • Marsden, T. Morley, A. 2014. Sustainable Food Systems: Building a New Paradigm. Routledge. • Marten, G.G. 2001. : Basic Concepts for Sustainable Development. Routledge. • Mueller, M.L. 2017. Being Salmon, Being Human: Encountering the Wild in Us and Us in the Wild. Chelsea Green Publishing Company. • Smith, T.M., Smith, R.L. 2013. Elements of Ecology. Pearson. • Wall Kimmerer, R. 2014. Braiding sweetgrass. Milkweed Editions. The material of the course will be available to students before the beginning of the course.

Objectives An understanding of the relations among humans, other-than-human species and the environment is fundamental to build sustainable food systems. Biodiversity and species relations are the foundation of the web of life that supports all of us and maintains the conditions for life on Planet Earth, Gaia. Biodiversity is like the weave of a fabric: the thicker and more interconnected it is, the more weight it can bear. All food systems rely on that fabric, which our global civilization is eating like clothing moths, literally and metaphorically, to fuel greed and growth, out of ignorance and indifference, causing a sixth mass extinction and a change in Gaia’s climate and habitability. There is an urgent need to reorganize food systems toward their relocalization and decarbonisation, to produce food rooted in a diversity of ecological relations and non-exploitative social relations, thus supporting the interconnectedness of life. The aim of this course is to explore these themes keeping ecology and food in the foreground, thus illustrating and discussing the essential tie that exists between ecological relations and sustainability in food production. Examples and case studies will be presented and discussed in class. Specific objectives of the course are: - To provide students with basic concepts of ecology and human ecology - To explore the fundamental role of interconnectedness and mutualism for life on Planet Earth - To discuss humans’ ecological relations and their evolution in relations to food production - To explore the role and importance of biodiversity for food systems and food heritage - To foster a critical, systemic and interdisciplinary thought about the web of life and the future of our global society

Requirements/Advance readings There are no readings required in preparation for the course. Students interested in deepening their knowledge and understanding of specific themes and topics after the course are advised to consult the ‘useful readings’ section.

This course is part of the area “Human Sciences and Ecology”, so the final written paper of this area will comprise different courses.

Course Name: FOOD AND SOCIOLOGY 11

TBC

SCIENCE, NUTRITION AND PSYCHOLOGY (MA0461)

Course Name: FOOD AND PSYCHOLOGY Preliminary information: a) Lecturer’s name and surname: Carol Coricelli, PhD and Riccardo Migliavada b) Lecturer’s email address for students: [email protected]; [email protected] c) Office hours for students (if applicable): d) Affiliation (Institution, company, organization): e) Teaching language: English

Course content 1. Sequence of topics

Lesson 1 – Brain and mind and how to study them (4h) – 12/04/2021 time to be announced (online lesson) In order to understand the cutting-edge neuroscience methods used nowadays it is necessary to make a step back and understand what led to this scientific revolution. During this lesson we will time travel back to when ancient philosophers first raised the “mind-body problem”, we will go through the hypotheses formulated by different thinkers who have tried to assess this issue. This excursion will walk us through the development of the different branches of Psychology and Neuroscience. The protagonists behind the main turning points in the history of these disciplines will be introduced along with their main discoveries. The most exciting and anecdotal findings in the field will also be presented during this lesson and they will be analyzed from a critical point of view. This introduction will give us the tools to understand the rationale of the core scientific methods of this vast field of research and how these methods are applied to the food domain. Cognitive neuroscience as a discipline will be introduced, during this lesson the main techniques of the field will be presented and how they have developed throughout the years. The main contributions which allow us nowadays to look into the brain in a real-time fashion will be described. We will dive into the fascinating world of brain functions and mechanisms and how to investigate them in a systematic way applying the scientific method.

Lesson 2 – The cognitive functions underlying eating behaviors (4h) – 13/04/2021 time to be announced (online lesson) Once we have unlocked our way through the brain, we will discuss the main cognitive functions involved in food perception and cognition. Food is a multisensory stimulus in nature, we interact with it using different sensory modalities. During this lesson we will learn about the different pathways through which the brain deals with sensory information related to food and the basic mechanisms related to eating behaviors. We will disentangle different aspects of the hedonic responses to food and how these different aspects have been investigated through experimental setups. Relevant neuroimaging findings focusing on food cognition will be presented and discussed. The students will learn to search, read and critically comment scientific papers during this class.

Lesson 3 – Applied Food Psychology (4h) – 29/04/2021 from 2.30pm to 5.45pm Although eating is probably the most common and essential act of human nature, as is breathing, it is a complex and multidimensional activity involving both physiological and psychological aspects. Even from a biological perspective, food consumption is more than just the consequence of energy consumption. If it is true that without eating we cannot survive is equally true that we do not eat only to survive. During the lesson we will discuss the main brain mechanisms involved in the regulation of appetite and satiety, and we will examine how environmental aspects and bodily signals constantly influence our food intake. The topics will be explored from an evolutionary perspective that will help us to further understand our relationship with food and its capability to affect our mood, cognitive capabilities and memories.

Lesson 4 – Applied Food Psychology (4h) – 30/04/2021 from 2.30pm to 5.45pm Eating is a multimodal and cross-modal experience during which the stimuli perceived by the senses interact in an additive process and combine together. During the lesson we will explore two food-related aspects, such as naming 12

and plating, which can deeply influence our daily eating experience and therefore impact our life and health. What is food plating, why is it important and which are its functions besides giving a dish an attractive appearance? How does the name we give a food affect the amount we eat of it and our experience of it? Far from being just an artistic arrangement of food on a serving plate or a simple label on a packaging, plating and naming can deeply affect how we perceive and how much we eat. During the lesson we will disentangle the concepts of plating and naming by exploring and broadening their meanings. The purpose of the class is to provide theoretical and practical skills on how to actively use food plating and naming.

Course Materials Required Materials: The slides of the lessons will be the only required materials for this course, they will be uploaded on BLACKBOARD by the teacher after the completion of each lesson.

Optional Materials Suggested readings, including scientific papers, will be provided during the course, book suggestions will also be provided but are not required for the completion of the course.

Assessment Method Final Exam: The date and the assignments for the final examination will be communicated to the students during the lessons.

This course is part of the area “Science, Nutrition and Psychology”, so the final written paper of this area will comprise different courses.

Course Name: DIETETICS AND WELL-BEING Preliminary information: a) Lecturer’s name and surname: Andrea Pezzana b) Lecturer’s email address for students: [email protected] c) Office hours for students (if applicable): under appointment d) Affiliation (Institution, company, organization): SC Nutrizione Clinica – ASL Città di Torino e) Teaching language: English

Course Content The UN Decade of Action on Nutrition is a commitment by United Nations Member States to undertake 10 years of sustained and coherent implementation of policies, programmes and increased investments to eliminate malnutrition in all its forms, everywhere, leaving no one behind. The final goal is the reduction oif the triple burden of malnutrition, but the tools remind of a multidiscipolinary and holistic approach where "Creativity, Ecology and Education" are the key words.

A "food, health and environment" point of view will be used, starting from facts and data on nutrition, reading international guidelines and position papers, and focusing on the 6 pillars of the program: Sustainable, resilient food systems for healthy diets. Aligned health systems providing universal coverage of essential nutrition actions. Social protection and nutrition education. Trade and investment for improved nutrition. Safe and supportive environments for nutrition at all ages. Strengthened governance and accountability for nutrition

Describe the exam, assignment(s), presentation(s), or other evaluation tools to be used: To be communicated during the course. This course is part of the area “Science, Nutrition and Psychology”, so the final written paper of this area will comprise different courses.

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Course Name: FOOD AND SCIENCE Preliminary information: a) Lecturer’s name and surname: Gabriella Morini b) Lecturer’s email address for students: [email protected] c) Office hours for students (if applicable): on appointment d) Affiliation (Institution, company, organization): UniSG e) Teaching language: English

Course Content 1. Sequence of topics What is food? Main molecules in food: macronutrient and micronutrients. Why do we transform food? Shelf life, nutritional characteristics and palatability. Taste sciences: chemoreception; tastants, taste receptors. Taste evolution. Taste education.

2. Specify the type of teaching used: lessons, exercises, team work, workshops, etc. and how they will be structured. Lectures, tasting of pure compounds

3. Describe the exam, assignment(s), presentation(s), or other evaluation tools to be used Multiple choice test. This course is part of the area “Science, Nutrition and Psychology” so the final written paper will comprise different courses.

Reference texts and Teaching Material For the course, specific didactic material was developed which does not coincide with texts available on the market

Objectives The course provides students with scientific knowledge to understand the transformations of foods made in order to: a) Increase its shelf life, b) Improve its nutritional characteristics c) Modify its organoleptic profile and palatability. Particular relevance will be given to the sense of taste. Bioactive components with specific taste characteristics present in food will be described. The influence of genetic and eating habits on taste preferences and (and therefore on nutrition and health) will be underlined, together with the need and ways to educate the sense of taste in ourdays food environment.

This course is part of the area “Science, Nutrition and Psychology”, so the final written paper of this area will comprise different courses.

DIPLOMACY, GEOGRAPHY AND POLITICS (MA0504)

Course Name: GASTRODIPLOMACY Preliminary information: a) Lecturer’s name and surname: Lorenzo Kihlgren Grandi b) Lecturer’s email address for students: [email protected] c) Office hours for students (if applicable): by appointment d) Affiliation (Institution, company, organization): Sciences Po Paris e) Teaching language: English

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Course content The course is divided into four sessions.

1st session (May 10th, 2021, 14:30 – 17:45) - Introduction to gastrodiplomacy - Nation branding through food Required reading: Cusack 2004

2nd session: (May 11th, 2021, 10:00 – 13:15) - Migration and gastrodiplomacy - Place branding through food Required reading: Berg & Sevón 2015

3rd session: (May 12th, 2021, 14:30 – 17:45) - Food and conflicts - International organizations and gastrodiplomacy Required reading: Osipova 2014

4th session: (May 13th, 2021, 10:00 – 13:15) - International food events: the Week of Italian Cuisine in the World - Group presentation: a national gastrodiplomacy campaign

Please note that sessions 1 to 3 will include a debate on the required reading. A group presentation will take place on the 4th session. Group presentation: each group will design an original gastrodiplomacy campaign for a national government. Further details will be provided during the first session.

Objectives Since the appearance of the first civilizations, food has been a powerful means of supporting and enhancing . While this is still the case, such ancient practices have recently acquired new and unprecedented characteristics. Indeed, in recent decades a growing number of central and local governments have been strategically engaging in gastrodiplomacy in order to boost their public image beyond their own territories, through the medium of cuisine. By adopting an innovative approach cutting across the boundaries of traditional disciplines (, history, anthropology, and sociology), the course will explore the full scope of this spreading form of diplomacy, as well as the challenges that it raises.

Requirements/Advance readings (or other assignments) Required readings: Berg O, Sevón G (2015), “Food-branding places – A sensory perspective”, Place Branding and Public Diplomacy, no. 0, 1–16 - https://link.springer.com/article/10.1057/pb.2014.29 Cusack, I (2004), "Equatorial Guinea's National Cuisine Is Simple and Tasty": Cuisine and the Making of National Culture, Arizona Journal of Hispanic , Vol. 8, 131-148 - http://www.jstor.org/stable/20641706 Osipova Y (2014), “From gastronationalism to gastrodiplomacy: reversing the securitization of the dolma in the South Caucasus”, Public Diplomacy Magazine, Issue 11, 18-22 - http://www.publicdiplomacymagazine.com/from-gastronationalism-to-gastrodiplomacy-reversing-the- securitization-of-the-dolma-in-the-south-caucasus/ An additional bibliography will be provided at the end of every session.

This course is part of the area “Diplomacy, Geography and Politics”, so the final written paper of this area will comprise different courses.

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Course Name: FOOD ACTIVISM: AGROEQUITY AND ADVOCACY Preliminary information: f) Lecturer’s name and surname: Shakirah Simley g) Lecturer’s email address for students: [email protected] h) Affiliation (Institution, company, organization): Center for Urban Education about Sustainable Agriculture (CUESA) i) Teaching language: English

Course Content • Define and discuss inequities within the U.S. food system, particularly as they relate to labor, production, distribution and land use. • Explore the foundations of the food justice movement in California, emphasizing the successful efforts of local community food organizations that serve low-income and communities of color, particularly in cities. • Empower students with tools to take collaborative action within their own communities. • Increase connections between common struggles and knowledge across nations and cultures within the classroom, to foster alliances that build international resilience within food system.

Teaching Methods This course will include the following activities below. - Interactive lecture with slides covering the learning objectives. -“Power-Mapping” workshop where students will learn about and utilize a visual tool and framework for problem solving through relationship building; normally used by social advocates to identify the best methods to promote specific social change within the food system.

Assessment Method Post power-mapping session, students will work in small groups to design and propose ideas for social action projects around food justice that would influence change locally or in their respective home communities. Each small group will be provided 20 minutes to present their social change projects to class in our final session. - 3 Hours. This course is part of the area “Diplomacy, Geography and Politics” so the final written paper will comprise different courses.

Reference texts and Teaching Material The links to materials will be updated and sent to students.

Objectives Over the past several years, we’ve seen international conversations and social movements building against rising inequality. The good food movement, in upholding of values of “good, clean and fair” is also subject to these conversations and critical lens. From exploitation of workers in our fields and kitchens, to displacement from land and home, to inadequate access to quality food and associated negative health impacts, these factors have created an unjust cycle for communities of color and low-income neighborhoods, all reinforced by inequitable policies and undermining democratic and community control of local food systems. Through the lens of dense, urban environments in California, United States, the course will tackle two large questions: how do we create a more equitable and inclusive good food movement? How do problematize what’s on our plates, but also who’s sitting at the table? Using real-world examples the course will focus on four solutions offered by community-based organizations: Policy, Agency and Ownership, Movement-Building and Resiliency.

Requirements/Advance readings Feed the Resistance: How Food Can Be a Platform for Activism, 2017 PolicyLink: Equitable Food Systems Resource Guide, 2019 Race Forward: The Color of Food, 2011 Restaurant Opportunity Center: Ending Jim Crow in America’s Restaurants: Racial and Gender Occupational Segregation in the Restaurant Industry, 2015

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This course is part of the area “Diplomacy, Geography and Politics”, so the final written paper of this area will comprise different courses.

Course Name: ANIMAL AND MORE-THAN-HUMAN GEOGRAPHIES: PLACES, SPACE, ENTANGLEMENTS

Preliminary information: a) Lecturer’s name and surname: Dr Robert Hearn b) Lecturer’s email address for students: [email protected] c) Office hours for students (if applicable): 12th to 16th April 2021 d) Affiliation (Institution, company, organization): University of Nottingham e) Teaching language: English

Abstract ‘Animal and More-than Human Geographies: place, space, entanglements’ provides students with an introduction to and elaboration of the geographical and historical study of the complex and shifting relationships between humans and animals – and by extension nature and culture. Grounding the discipline in the context of contemporaryb appraches to cultural-historical geography,this course will explore relationships such themes with reference to the production and consumption of food and their geographies. Futhermore, this course with broaden the scope of animal geographies to enmbrace a more-than-human perspective exploring the entangled assemblages of network between the human and the non-human world

Course Content Sequence of Topics  Animal Spaces, Beastly Places’: an introduction to the course, objectives, structure, methodology.  Zoogeography and animal/more-than-human motilities – Colombian Exchange and food patterns in new cultural landscapes  Wild and domestic Animal Geographies and the edible animal  The interdisciplinary approach to the study of animal and more-than-human geography, straddling disciplines; sources potential used to explore the human-animal interaction  Animals as companions and accomplices, animals in culinary leisure, animals and consumption, animals and food culture, animal utility, animal and more-than-human food production and consumption.  A key component will focus on ‘meatification’ and ‘demeatification’ of food provision, with specific focus on vegetarianism and veganism, and related (i.e., of meat and men)  The De- and Rewilding (i.e., wild ‘animalisation’) of foodways, with focus on hunting, and species introductions and mobilities: identities, politics of space, encounters  Multispecies geographies and beyond the more-than-human assemblages  Animal and more-than-human geographies as geographies of (slow/fast) violence

Teaching Methods: 16 hr of didactic activities comprised of lectures, workshops, discussion, round tables etc. Lessons in English with slides in Italian as required. Practical group exercises on case-study discussion and presentation. Possibility to organize seminars. The final assessment is consisting of a very brief and informal in class test during the final session.

Reference Texts and Teaching Material:

The material consists of the PowerPoint presentations (around 500 slides) made available on Blackboard ahead of the sessions, and full digital reading list provided with specific texts either in PDF form or online. In addition to these, in particular for classroom group exercises and case studies, the following texts are provided:

Key Reference Texts for all students: 17

Gray, J. (2002) Straw Dogs: thoughts on humans and other animals. London: Granta Books. Buller, H. (2014) Animal Geographies I. Progress in Human Geography, 38(2): 308-318. Hearn, R., Watkins, C. & Balzaretti, R. (2014) The cultural and land use implications of the reappearance of the wild boar in north west Italy: a case study of the Val di Vara. Journal of Rural Studies, 36: 52-63. Hovorka, A. (2018) Animal geographies II: hybridizing. Progress in Human Geography, 42(8): 374-384 Ingold, T. (1994) What is an animal? Gibbs, L. (2020) Animal geographies 1: hearning the cry and extending beyond. Progress in Human Geography 44:4, 769-777. Gillespie, K. & Collard, R-C. (eds)(2017) Critical Animal Geographies: politics, intersections and hierarchies in a multispecies world. London: Routledge (specifically chapter on food activism, violent encounters, pain as an ingredient, gastro-ethical encounters) Lorimer, H. (2006) Herding memories of human and animals, Environment and Planning D: society and space 24: 4970518 Whatmore, S. (2002). Hybrid geographies: natures, cultures, spaces. Wilbert, C. & Philo, C. (2000) Animal Spaces, beastly places: new geographies of human-animal relations. London: Routledge. Van Dorren, T. (2014) Flight Ways: life and loss at the edge of extinction. Wolch, J. & Emel, J. (eds) (1998) Animal Geographies: place, politics and identity in the nature-culture borderlands. London; New York: Verso.

A full bibliography will be circulated closer to the time and materials provided, via PDF etc. Specific bibliographies concerning specific thematic lectures (e.g., meatification) to be released asap.

Objectives Animal and More-than Human Geographies: place, space, entanglements’ will examine the history of animal geographies and explore the ethical, moral and cultural issues embedded in human-animal relationships. Working through both historical and contemporary examples the module explores how animals shape and are shaped by our ideas about place and identity. Students will study how animals’ figure in human society and culture in multiple ways – specifically as edible objects and subjects – exploring the numerous modalities in which the animal body has been marginalized or reduced to commodities, production units, symbols and tools. Students will be introduced to the theories used to explore the complex entangling of human-animal relations with space, place, location, environment and landscape, and the complex interweaving of these with the production and consumption of food. As such, this module presents a novel contribution to the programme at the Universita degli Studi di Scienze Gastronomiche in that it explores the ‘animal other’ in a medium that seeks to escape from anthropocentric accounts and embrace the intrinsically ‘more-than-human’ nature of food geographies. There is a clear difference between the approaches to geography adopted in this module as to that adopted in others, in that these are informed by cultural rather than historical geography. This course will enable students to (i) assess contemporary human geographical engagement with non-human animals and the place of that engagement within the development of the discipline of cultural geography; (ii) to critically engage with key theoretical perspectives and concepts in the field of animal geographies and the numerous and intimate entanglements with food geographies and (iii) to evaluate the contribution of geographical enquiry to the broader ethical and moral issues associated with animals and animal-focused research on food and food production and consumption.

Requirements/Advance readings (or other assignments) Before the course it will be necessary for students to read the following articles that will be provided via email by Dr Hearn Buller, H. (2014) Animal Geographies I. Progress in Human Geography, 38(2): 308-318. Buller, H. (2015 Animal Geographies II) Progress in Human Geography 39(3): 374-384. Buller, H. (2016) Animal geographies III Progress in Human Geography 40(3): 422-430.

This course is part of the area “Diplomacy, Geography and Politics”, so the final written paper of this area will comprise different courses.

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PHILOSOPHY, EDUCATION AND PERCEPTION (MA0464)

Course Name: PHILOSOPHY, TASTE AND CREATIVITY OF PERCEPTION Preliminary Information: a) Lecturer’s name and surname: Nicola Perullo b) Lecturer’s email address for students: [email protected] c) Office hours for students: by appointment d) Affiliation: UNISG e) Teaching language: English

Course Content and Assessment Method 1.Sequence of topics Following the dialogic vocation of Philosophy, this course is a interactive correspondence with the students. Questions will be debated in class, through suggested readings, narratives and experiences. Here the sequence of topics: What is the ecological thought? What is the ecological perception? How it entails taste framework? The link between Aesthetics and Ethics The creativity of perception Haptic taste as a task Cooking as an art

2. Specify the type of teaching used: lessons, exercises, team work, workshops, etc. and how they will be structured. The teaching method comprises lessons in class and interactive discussion.

3. Describe the exam, assignment(s), presentation(s), or other evaluation tools to be used Oral evaluation in class. This course is part of the area “Philosophy, Education and Perception” so the final written paper will comprise different courses.

Reference texts and Teaching Material N. Perullo, Taste as Experience. The Philosophy and Aesthetics of Food N. Perullo, Epistenology (PDF version)

Further material related to the topics - PDF version - will be provide in class according to the specific teaching/learning experience.

Objectives Objectives of the course are: A) to develop critical thought about food through deconstructing concepts like quality; taste; identity; terroir; authenticity. B) To open up awareness on the creativity, both of making food and of its perception. Students learn how to manage with the complexity of food scene, with particular focus on taste measurement (wine and fine dining are the examples more used). The goal is to provide tools for conceiving gastronomy as a field interwoven with the complexity of life in the environment.

This course is part of the area “Philosophy, Education and Perception”, so the final written paper of this area will comprise different courses.

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Course Name: EATING, PARASITISM AND PERSONHOOD Preliminary information: a) Lecturer’s name and surname: Lisa Heldke b) Lecturer’s email address for students: [email protected] c) Office hours for students (if applicable): d) Affiliation (Institution, company, organization): Professor of Philosophy and Director of The Nobel Conference, Gustavus Adolphus College e) Teaching language: English

Abstract Consider this: more organisms spend at least part of their life cycle as parasites than in any other state. Yet, we often speak of parasites as if their elimination would be both possible and beneficial. Parasites are variously described as: pests, irritants, compromisers of health, and killers. Given these descriptors, it thus seems unquestionable that the elimination of such organisms would be highly desirable. Parasites weaken the integrity of those beings on whom they feed; they destroy health, they compromise independence.

What if, instead, we take our cue from the prevalence of parasites, to consider parasitism not as a problem to be solved, but instead as the relationship in terms of which we understand others? What if we began our philosophical reflections on human personhood, for instance, not by seeing people as self-contained ‘atoms’, but rather as collections of interdependent organisms, some of which might kill us? How could we reconceptualize fundamental philosophical categories, if we began our thinking not with freestanding beings, but with “chomping chompers?” What would happen to our notions of justice and health if we conceived them through a relationship characterized by ongoing, persistent, sometimes life-threatening dependence? What if we took parasitism as the basal relationship?

By centering the parasite, we center relationships that involve eating and being eaten. We place eating--a very particular, precarious kind of eating--at the very center of our understanding of personhood. What happens when we do so?

Course Content a. It’s chomping all the way down: the philosophical relevance of parasitism. On day 1, we explore parasitism, mutualism, and other symbiotic relationships, as they manifest themselves in the living world. How could gut microbes, fermented foods, and mushrooms be useful for reconceptualizing human personhood?

b. Billiard balls or lichens? The metaphysics of personhood from a parasitic perspective. Day 2 considers one conception of human personhood that takes seriously the fact that, rather than an independent, self-contained atomistic creature (a billiard ball), the human is a “lichen”, a complex collection of interdependent organisms in tenuous balance.

c. Moral choice in a world of chompers: conceiving agency parasitically. Day 3 will address the question: how do we conceive of human agency if we are in fact collections of persistently dependent organisms, many (most?) of which are themselves endowed with some level of agency, some capacity to “decide” for themselves?

d. From atom to microbe-filled donut: reconceptualizing health parasitically. Day 4 will consider how the concept of health changes in light of the fact that our most basic functions are carried out by organisms residing in us, some of which might kill us at virtually any moment.

Teaching method Micro-lectures will elucidate ideas, when necessary; however, discussion will predominate. To the extent possible, it will focus on student-generated questions.

Describe the exam, assignment(s), presentation(s), or other evaluation tools to be used 20

Students will participate in a final paired discussion, based on questions I will distribute in advance. Students will display their understanding of course material both by presenting relevant theorists’ ideas and by asking their partner questions in response to their statements. Students will each write a two-to-three page paper that summarizes these discussions.

Reference texts and Teaching Material The ideas we will explore together in the class will draw upon the following texts. The list is provided for information; these are not “required readings.” Daily readings for the course are listed below. This list may be modified no later than two weeks prior to the course. Boisvert, Raymond, I Eat, Therefore I Think: Food and Philosophy (Farleigh Dickenson, 2014) Despret, Vinciane, What Would Animals Say if We Asked the Right Questions? trans Brett Buchanan (Minnesota, 2016). DuPuis, E. Melanie, Dangerous Digestion: The Politics of American Dietary Advice (California, 2015) Fulda, Fermin “Natural Agency: The Case of Bacterial Cognition” (Journal of the American Philosophical Association, 3(1), 2017: 69–90). Gilbert, Scott, “Symbiosis as the Way of Eukaryotic Life: The Dependent Co-Origination of the Body” (Journal of Biosciences 39(2), April 2014: 201-9). Haraway, Donna, “The Cyborg Manifesto,” “The Companion Species Manifesto” in Manifestly Haraway (Minnesota, 2016) Katz, Sandor, The Art of Fermentation (Chelsea Green, 2013) Leibniz, The Monadology (abbreviated version here) Margulis, Lynn and Dorion Sagan, What Is Life? (California, 2000) Serres, Michel, The Parasite, trans. Lawrence Schehr (Minnesota, 2007) Shotwell, Alexis, Against Purity: Living Ethically in Compromised Times (Minnesota, 2016) Simard, Suzanne, presentation at the 2018 Nobel Conference Spinoza, Letter to Henry Oldenberg Tsing, Anna, The Mushroom at the End of the World (Princeton, 2017) Yong, Ed, I Contain Multitudes (Harper Collins 2016)

Teaching Material A small number of slides may be made available in advance of the course; these are evocative more than informative.

Objectives This course will present students with an opportunity to examine one of the most fundamental conceptions underlying western philosophy, namely, personhood. The aim of this course is to invite students to reconceptualize personhood by taking seriously what is generally bracketed or ignored in philosophical thought about humans: eating. Our exploration of the relevance of eating will go “all the way down,” as it were, to the microbial level. What happens to our understanding of personhood if we take these persistent, precarious chomping relationships to be not anomalous, but absolutely characteristic of our personhood? And, having radically reconceived of personhood, what happens to our understandings of justice and health?

Specific objectives: ● To address one version of the question, “what if we take eating seriously, philosophically? What if we do not understand humans as (or as only) thinking beings, but also beings that eat--and are eaten? ● To understand the contrast between a model of human personhood as an atom (self-contained, independent, enclosed), and a model of human personhood as parasitic, i.e. deeply relational in ongoing, precarious, sometimes life-threatening, yet also life-preserving ways. ● To understand why the model is grounded in parasitic relationships, rather than symbiotic or mutualistic ones. ● To consider the implications of this model for thinking about justice, ethics and health.

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● To encounter some of the theorists--philosophers, biologists, anthropologists, historians of science and scholars, whose work travels a similar road.

Requirements/Advance readings Readings should be completed before class on the day they are listed.

Day 1: ● Michel Serres, excerpt from The Parasite (pdf) ● Anna Tsing, excerpt from The Mushroom at the End of the World (pdf) Day 2: ● Heldke, “It’s Chomping All the Way Down: Toward an Ontology of the Human Individual” (pdf) ● Scott Gilbert, “A symbiotic view of life: we have never been individuals” (pdf) Day 3: ● Fermin Fulda, “Natural Agency: The Case of Bacterial Cognition” (pdf) ● Alexis Shotwell, excerpt from Against Purity: Living Ethically in Compromised Times Day 4: ● Raymond Boisvert, excerpt from I Eat, Therefore I Think (pdf) ● Sandor Katz, excerpt from The Art of Fermentation (pdf) ● Ed Yong, I Contain Multitudes (pdf)

This course is part of the area “Philosophy, Education and Perception”, so the final written paper of this area will comprise different courses.

Course Name: THEORY OF EDUCATION Preliminary information: a) Lecturer’s name and surname: Masschelein Jan b) Lecturer’s email address for students: [email protected] c) Affiliation (Institution, company, organization): Laboratory for Education and Society, University Leuven d) Teaching language: English

Course Content 1. Sequence of topics Education as ‘going to school’: what is school? (the fable of the cave) In defense of school: school as the (revolutionary) gift of time: the world once more (the fable of the table) What is at stake: equality, freedom, formation The scholastic operations: suspension, profanation, disclosure, attention, and love A practice of gathering and of care for a common world: detachment & attachment, study, work and grounding School technology: school matter and the ‘matter’ of school (walls, tables, doors, texts, blackboards, screens, plates, letter boxes, textbooks, movies, …), exercises and study practices, school language, visualization, functionalization and grammatization. The crucial differences between scholastic learning and apprentice learning (or learning by doing) Being and becoming a (school)master: a form of (common) life, gestures, notes on the hand and the voice Brief reminder of the long history of taming the revolutionary aspects of scholastic learning School in times of digital learning environments (digitization, virtualization, personalization, acceleration) School-TV and food

2. Specify the type of teaching used: lessons, exercises, team work, workshops, etc. and how they will be structured. The course is combination of lectures, seminar meetings, exercises and film viewings. Topics are introduced in lecture form (with additional video-presentations). The seminar parts will provide an opportunity for collective discussions on lectures, readings and viewings and for exploring their implications for the major issues of the 22

course as explicated in the lectures. The exercises will consist in analyzing (in small groups) film and TV-material related to ‘food-education’ putting to the test the educational framework developed throughout the course. Students will be asked to briefly present their observations and reflections.

3. Describe the exam, assignment(s), presentation(s), or other evaluation tools to be used The exam will take into account two elements. First, students are required to read some papers in preparation of the course, during the course students will be asked at random to offer a presentation of the content of these papers. Secondly, at the end of the course, students will be asked to prepare in small groups the design of an educational practice and of ‘school material’ related to the issue of food, showing that they understand the specificity and particular value of scholastic learning and that they are able to justify the choices entailed in their design i.e. why it contributes to making school. They will be asked to briefly present their design in class. This course is part of the area “Philosophy, Education and Perception” so the final written paper will comprise different courses.

Required readings: Arendt, H. (1961) “The crisis in education”. In: Between Past and Future. (pp. 170-193). New York, London: Penguin, Buber, M. (1925). Address on Education. In: Id., Between Man and Man (2002) (pp.98-122). London/New York: Routledge Flusser, M. (2014/1193). The gesture of planting. In: Gestures (Translat. By. N. A. Roth). University of Minneapolis: Minnesota Press. Pp. 98-204. Masschelein, J. (2018). An educational cave story (on animals that go to school). In: Smeyers, P. (Ed.) International Handbook of Philosophy of Education. (pp. 1185-1200) Cham: Springer. Masschelein, J., Simons, M. & J. Larrosa (2019). The matter with/of school. Some elements of the scholastic fable. in : Mayer, R., Schäfer, A. & S. Wittig (Eds.) (2019). Jacques Rancière - Pädagogische Grenzgänge. (pp.135-153) Paderborn: Schöningh. Plato, The cave allegory. (Republic, Book VII, 514a-521b Serres, M. (1997). The Troubadour of Knowledge. Ann Arbor: University of Michigan Press. pp. 1-34. Simons, M., Masschelein, J. (2011). Un-contemporary Mastery. The ordinary teacher as philosopher. In: Zahn M., Pazzini K. (Eds.), Lehr-Performances. Filmische Inszenierungen des Lehrens. (pp.17-35). Wiesbaden: VS, 17-35.

Movies: The Son (Le Fils, 2002) by Jean-Pierre and Luc Dardenne/ Being in the world (2010) by Tao Ruspoli/ After School (2009) by Antonio Campos.

Optional/recommended readings Masschelein, J., Simons, M. (2013). In defence of the school. A public issue. Leuven: E-ducation, Culture & Society Publishers. Free download: https://ppw.kuleuven.be/home/english/research/ecs/les/in-defence-of-the- school/jan-masschelein-maarten-simons-in-defence-of-the.pdf Pennac, D. (2010) School Blues. London: MacLehose Press. Ranciere, J. (1991) The Ignorant Schoolmaster: Five lessons in intellectual emancipation, K. Ross, trans. and introduction Stanford, CA: Stanford University Press. Sloterdijk, P. (2014). You must change your life. Cambridge: Polity Press.(Section 1, 12pp)

Objectives Starting from two fables, the main aim of the course is to clarify the specificity and value of scholastic learning as a particular pedagogic form of gathering that gives a particular kind of time (‘free time’ as the first meaning of the Greek scholé) through a practice of care for the common world and the new generation. There are many forms of learning (initiation, socialization, apprentice learning, …), but there is also a particular scholastic form, and it will be claimed that this form is worthy of defense, not because it would be the most efficient and effective one, but because it is related to enabling freedom, equality and formation and is in essence a practice of care and of becoming fit to take care of world. It will be indicated why this was a revolutionary invention, hence accompanied by strong attempts to tame it ( actual schools often being in fact de-schooled). First, the basic assumptions (freedom, equality), the basic operations (suspension, profanation, disclosure, attention, love) and basic experience (being able to begin with ….) related to scholastic education will be sketched. 23

Special attention will be paid to the way in which school education allows to relate (i.e. at once to take distance and to be attached/affected) to what is influencing our personal and common lives (language, numbers, body …. and food??) School as form of gathering is to be made and can ‘find place’ or ‘happen’. Pedagogy can be regarded as the art and technology to make school happen, that is, to spatialize and materialize ‘free time’. Therefore, secondly, we will investigate how school, as a vital milieu to bring young people in company of (something of) the world and to make it ‘speak’, is technically made (implying architecture, intellectual disciplines and material technologies, pedagogic gestures, visualizations, grammatizations) involving also the teacher/master (characterized by a certain ethos, embodying a form of life, using hands and voice). A central example will be the making of ‘school-tv’. Against this background the last part of the course is the joint analysis of some existing TV programs on food to investigate to what extent they can or cannot be interpreted as contributing to scholastic learning. This offers the starting point for the students to work on their own design of school matter related to the disclosure of the world of food.

Requirements/Advance readings (or other assignments) It is advised to read at least the texts of Arendt, Buber, Plato, Serres once in advance. Students will be asked at random to present some elements out of these texts during course.

This course is part of the area “Philosophy, Education and Perception”, so the final written paper of this area will comprise different courses.

ART, ARCHITECTURE AND DESIGN (MA0509)

Course Name: FOOD AND ART HISTORY Preliminary information: a) Lecturer’s name and surname: Yael Raviv b) Lecturer’s email address for students: [email protected] c) Affiliation (Institution, company, organization): d) Teaching language: English

Course Description: This course explores food as a creative medium in the gallery, the kitchen and beyond. We will focus on the work of artists who employ food as their medium (rather than their subject) and examine the role of chefs at the intersection of food and art. The class will discuss food as a creative medium beginning in the 1930s and the avant- garde and proceed to look at the evolution and later impact of this work in the studio and on the plate. The class will include critical study of specific artists’ projects through videos, slide shows and re-performances as well as hands-on kitchen work.

Final project and grades: Grades will be based on final project (70%) and class participation (30%). For their final project each student will choose one or two of the artists or chefs discussed in class and will design an individual performance/installation/dish/art-piece inspired by their work. The piece will be described in roughly 6-10 page paper detailing: * Who is the artist or chef that inspired the project and what about their work inspired you? * Offer some context for the work that inspired you using at least 2 scholarly sources. * How does your project speak to their work (in what ways is it similar and what personal aspect/s did you add)? * What is the central question or problem your project addresses or investigates and why are you interested in it? *Description of the project/piece.

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Schedule: Monday, May 3

Introduction to food and art: Food as creative medium What is Art? – a working definition Basic concepts or why food: Time/process, the body, identity, place/site, science Multi-sensory work and the chemical senses in Western Art Early influences: The Futurists, Surrealism, and Fluxus Exercise: Choose 3 scents that describe you or are connected to your identity (think of dominant and supporting scents) -- spices, coffee and tea, soap, leather etc. Marinetti S., The Futurist Cookbook, S. Brill trans. (San Francisco: Bedford Arts, 1989) -- Excerpts will be handed out in class. Surrealism: Marcel Duchamp, Salvador Dali Fluxus: Allan Kaprow, Daniel Spoerri, Joseph Beuys, Ben Vautier, Alison Knowles

Readings: Ryan Bromley, “The Chemical Senses in Art.” Performance Research, 2017, 22:7, pp. 109-118.

Travis Nygard, “Food and Art,” Routledge International Handbook of Food Studies. Ken Alba ed. (Taylor & Francis Group, 2012), pp. 169 – 176.

Herald Lemke, “Joseph Beuys: Gastrosophical Aesthetics” The Taste of Art: cooking, food, and counterculture in contemporary practices, S. Bottinelli and M. d’Ayala Valva (Fayetteville, the University of Arkansas Press, 2017), pp. 247-261

Cecilia Novero, Antidiets of the Avant-Garde: From Futurist Cooking to Eat Art (University of Minnesota Press, 2010, pp. 1-20

Check out Instagram: @umamiprojects

Optional additional reading: Yael Raviv, “Food and Art: Changing Perspectives on Food as a Creative Medium.” The Bloomsbury Handbook of Food and Popular Culture. P. Naccarato and K. LeBesco, Eds. (Bloomsbury Press, 2017), pp. 197-210.

Barbara Kirshenblatt-Gimblett, "Playing to the Senses: Food as a Performance Medium, Performance Research, Vol. 4, No. 1, Spring 1999, "On Cooking" pp. 1-30

Hannah Higgins, Fluxus Experience (Berkeley and Los Angeles: University of California Press, 2002), pp. 46-49

Ashraf Osman, “Historical Overview of Olfactory Art in the 20th Century.” CAS Seminar paper, June 2013

Tuesday, May 4:

Artwork in context: Feminist work – the personal as political: Suzanne Lacy, Martha Rosler, Karen Finley, Bobby Baker, Jana Sterbak Identity and activism: Antoni Miralda, Sudsiri Pui-Ock, Tunde Wey, Hyun Joon Mi, Mona Hatoum, The League of Kitchen, Ghetto Gastro 25

Human interaction/ Critiquing the art institution: Rirkrit Tiravanija, Janine Antoni, Mimi Oka and Doug Fitch, Mella Jaarsma, Lee Mingwei, Soren Aagaard, Diane Borsato Environmental work: Tattfoo Tan, Leah Gauthier, Christina Kelly, Koen Vanmechelen, Emilie Clark, Kultivator , Wolfgang Laib Science and technology: Kelly Dobson, Stefani Bardin, Bradley Chriss, Burton Nitta

Exercise: Shifting perspective: focus on textures through close-up photography of food products or dishes.

Readings: Laura Trippi, "Untitled Artists' Projects by Janine Antoni, Ben Kinmont and Rirkrit Tiravanija" in Eating Culture, R. Scapp and B. Seitz eds (New York: State University of New York Press, 1998), pp. 146-160.

Stephanie: Radical Hospitality in Contemporary Art (Chicago: Smart Museum of Art, University of Chicago, 2013), pp. 214-218 “Interview with Mella Jaarsma.”

Jody B. Cutler “Feminist Art: Kitchen Testimony.” The Taste of Art: cooking, food, and counterculture in contemporary practices, S. Bottinelli and M. d’Ayala Valva (Fayetteville, the University of Arkansas Press, 2017), pp. 143-158.

Optional: Cameron Shaw, “Suzanne Lacy: Chewing More Than the Fat” in Gastronomica, Vol. 12, No. 2 (Summer 2012), pp. 10-12.

M. Leung, Z. Kunfang and J. Brown. “Artists and Farmers: Food Activism in Urban and Rural China.” Food and Museums, N. Levent and I.D. Mihalache eds. (London: Bloomsbury Press, 2017), pp. 323-338.

Wednesday, May 5:

Food and art in a restaurant setting: Restaurants as art spaces: FOOD, Conflict Kitchen, Enemy Kitchen, Al’s Cafe Restaurant design/labor Modernist Cuisine: Ferran Adria, Grant Achatz, Heston Blumethal, Andoni Luis Aduriz Plated stories: Massimo Bottura, Rene Redzeppi, Magnus Nilsson, Rodolfo Guzman, Enrique Olvera, Virgilio Martinez, Niki Nakayama, Steinbeisser group (tableware) Beyond the plate – future directions.

Exercise: combine two dishes into one, substitute one element of a dish with another, change the temperature (hot instead of cold), change the scale (very small or very big) or reverse (inside out).

Readings: Nathan Myhrvold, “The Art in Gastronomy: a Modernist Perspective.” Gastronomica Vol.1, No. 1, Spring 2011, pp. 13-23.

Marta Arzak, “Cooking as Art or the Art of Cooking.” Food and Museums, N. Levent and I.D. Mihalache eds. (London: Bloomsbury Press, 2017), pp 221-23

Edward, Whittall, "Food and Objecthood: Food, Museums, and Anti-Theatricality." Food and Museums. Nina Levent and Irina D. Mihalache eds. (London: Bloomsbury Academic, 2016), pp. 71–88. 26

Optional: Alison Pearlman, “Exhibition Kitchen and the Theater of Manual Labor,” Smart Casual: The Transformation of Gourmet Restaurant Style in America (Chicago: University of Chicago Press, 2013), pp. 69- 102.

Nicola Perullo, “Can Cuisine Be Art?: a philosophical (and Heterodox) Proposal.” The Taste of Art: cooking, food, and counterculture in contemporary practices, S. Bottinelli and M. d’Ayala Valva (Fayetteville, the University of Arkansas Press, 2017), pp. 23-44

Thursday, Nov 7: Kitchen workshop/student presentation

This course is part of the area “Art, Architecture and Design” so the final written paper of this area will comprise different courses.

Course Name: FOOD DESIGN AND ART (Is it only food when you eat it? Changing perspective trough design)

Preliminary information: a) Lecturer’s name and surname: Marije Vogelzang b) Lecturer’s email address for students: [email protected] c) Office hours for students (if applicable): d) Affiliation (Institution, company, organization): Studio Marije Vogelzang, Design Academy Eindhoven, The Dutch institute of Food&Design e) Teaching language: English

Course Content 1. Sequence of topics Introduction to food design and eating design and discussion on your own perception on the topic. Introduction to the history, developments and future of the field and exercises to start bending the mind to create a design-thinking mindset on food and to be able to access the tools to create your own new perspectives on food, the act of eating and what food really is in a tangible philosophical way. The aim is to become aware how concept and matter can collide into a creation that is emotional, exiting and communicates to the outside world. Eventually you will understand how you can become a powerful creator of food related experiences that have the potential to turn peoples’ life upside down.

2. Specify the type of teaching used: lessons, exercises, team work, workshops, etc. and how they will be structured. Start with lecture, exercises in between and discussion. (no pre-set order as the teaching is reactive to the students)

3. Describe the exam, assignment(s), presentation(s), or other evaluation tools to be used The students will create a presentation of their own eating design concept using image, language and food.

Reference texts and Teaching Material - Bring 3 things that for you represent ‘food design’

This course is part of the area “Art, Architecture and Design” so the final written paper of this area will comprise different courses.

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Course Name: SUSTAINABILITY AND FOOD SYSTEM DESIGN Learning and designing sustainability through food.

Preliminary information: a) Lecturer’s name and surname: Sonia Massari, PhD b) Lecturer’s email address for students: [email protected] c) Office hours for students (if applicable): by email d) Affiliation (Institution, company, organization): Roma Tre University and BCFN Foundation e) Teaching language: English.

Abstract To be fully grasped, the concept of sustainability needs to be brought to life through practical applications. Food represents an ideal starting point to examine the complexity of sustainability: the integration of dimensions, such as nutrition, environment, society and and their related perspectives are fundamental for a sustainable transition. Design methods applied to the food sector combine creativity, human values centeredness, design and critical thinking, and hands-on building of solutions as an approach to rapidly tackle food sustainability challenges.

Course Content Day 1: The first day will be completely dedicated to defining the role of design methods in the agri-food sector. Food design and its evolution over time and space will be described. Above all, we will see how design can help different sectors to collaborate. We will touch on the theme of the SDGs already dealt with in other previous modules, underlining how an agency-centered design could change the near future of innovation. Day 2: We will describe how both empathy and trans-disciplinarity can contribute to guiding people in acquiring wider knowledge and perspectives, moving from the separateness of modularity, through interconnectedness and translating these into the emergence of everyday actions that contribute to systemic change towards a more sustainable food system. In addition, we will investigate how design and creativity could support new professional careers wanting to tackle complex food sustainability challenges. We will work collaboratively and we will use the FSI index (The Economist) in a creative way. Day 3: The third day will be dedicated to teamwork. Supported by the professor, the students will use design thinking techniques, and will systematize the knowledge gathered in the first 2 days to devise some creative solutions and ideate emerging scenarios.

2. Teaching Method Meetings will include frontal online lectures, team work, and interactive discussions.

Reference texts and Teaching Material https://www.barillacfn.com/en/food_sustainability_index/ FSI INDEX https://fabfood.elledecor.it/?rooms=opened ONLINE FOOD DESIGN EXHIBITION http://www.fdxe.org/ FOOD DESIGN X EDUCATION https://www.youtube.com/watch?v=h92yt-AkGyI YOUTH MANIFESTO https://www.youtube.com/watch?v=fttGBzH9Bso&t=6s INTRAVISTAS https://www.youtube.com/watch?v=uhOg95BsyG8 (https://www.youtube.com/watch?v=izjhx17NuSE) IDEO EXAMPLE https://www.whatdesigncando.com/stories/one-collaborative-investigation-into-design-for-food/ https://www.foodesignmanifesto.org/il-manifesto/ https://publicacionescientificas.fadu.uba.ar/index.php/ReLaFD ( food design and time meaning) Rifkin, J. (2009). The empathic civilization: The race to global consciousness in a world in crisis. Penguin.

Tomasello, M. (2009). The cultural origins of human cognition. Harvard university press.

Barilla Center for Food and Nutrition (2015). The Youth Manifesto – Young researchers from around the world striving for food sustainability. Available online at: https://www.barillacfn.com/media/pdf/youth_manifesto_en.pdf

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Barilla Center for Food and Nutrition and Economist Intelligence Unit (2018). Fixing food 2018: best practices towards the Sustainable Development Goals. Available online at: https://foodsustainability.eiu.com/whitepaper- 2018/ IDEO (2020). https://www.ideo.com/eu.

Massari, S. (2016), ‘Sustainable Natives, Youth Manifesto And Design approaches. Designing a World for “sustainable natives. in 2nd International Conference on Food Design, Conference Proceedings, New York, New School Publisher pp. 151-162

Massari, S. (2020) Experiencing Food: Designing Sustainable and Social Pratices. Proceedings of the 2nd International Conference on Food Design and Food Studies (EFOOD 2019), Lisbon, Portugal, 28-30 November 2019. Forthcoming.

World Economic Forum (2019). Available online at: https://www.weforum.org/agenda/2019/08/empathy-can- create-a-new-economic-system/

Strongly suggested:_ https://mitpress.mit.edu/books/living-complexity( Living with complexity)

Objectives The term sustainability (social, environmental, economic, sensorial sustainability, etc) seems to be everywhere. We will try to answer the following questions: Why does Food system need design? Who are the sustainable natives? What are the most critical food sustainability challenges facing us in this century? How can natural and social sciences, , and technology interact with each other to contribute to the solution? How do we balance the needs and desires of current generations with the needs of future generations? In this course, we will try to answer all these questions. This module will help students to be immersed in the cognitive modes, food design theories, skill-sets, mindsets, and tools associated with Design and Design Thinking to solve food sustainability challenges aimed at local and global impact. This is a project-based learning class, so participation and attendance is strongly recommended.

The objectives of this 3-day module will be : · to explore the dimensions, nature, themes and disciplinary positions of Food Design research · to define Food Design approaches and share its strategic objectives for the future. · to understand nature and the potential of Food Design research in order to promote local and global sustainable growth · to acquire new knowledge on the different fields of Food Design, to integrate solutions that draw on different disciplines · to use design methods in the agri-food sector to make sustainability compelling, impactful and realizable. · to analyze contextual, functional, and human-centered design techniques to promote sustainable design of products, services, and environments by considering social space, form, environment, energy, economics, and health. · to explore how design, science and technology can contribute to the solution of some of the most critical problems of the 21st Century.

Requirements/Advance readings (or other assignments) https://www.ted.com/talks/sonia_massari_perche_il_cibo_ha_bisogno_del_design/transcript https://fabfood.elledecor.it/?rooms=opened ONLINE FOOD DESIGN EXHIBITION

This course is part of the area “Art, Architecture and Design” so the final written paper of this area will comprise different courses.

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Course Name: FOOD ARCHITECTURE Preliminary information: a) Lecturer’s name and surname: Ray Lucas b) Lecturer’s email address for students: [email protected] c) Office hours for students (if applicable): contact by e.-mail d) Affiliation (Institution, company, organization): Manchester School of Architecture (MSA) e) Teaching language: English

Course Content: TBC

This course is part of the area “Art, Architecture and Design” so the final written paper of this area will comprise different courses.

 Workshops/Partecipatory Learning (2nd semester)

CREATIVITY (MA0505) (Bruce McMichael, Carol Povigna, Nicola Perullo, Marije Vogelzang, Giulia Mattalia, Aleksiei Taran, Eric Olsson, Caroline Gatt)

Lecturer’s name and surname: Bruce McMichael Course Name: Food and Drink Writing Preliminary information: a) Lecturer’s name and surname: Bruce McMichael b) Lecturer’s email address for students: [email protected] c) Office hours for students (if applicable): 8am – 6pm London time d) Affiliation (Institution, company, organization): Freelance writer / www.thelemongrove.net e) Teaching language: English

Course Content: 1. Sequence of topics

CLASS ONE Introduction to writing, motivations for writing * Writing for publication: newspapers, magazines, blogs * Planning to write/ structure of work … eg for a newspaper (news, feature) Structure of articles, features and news. e.g. inverted triangle * Journalism skills, eg developing a gastronomic vocabulary * Use of language. Finding your ‘voice’ * Differentiating news journalism from creative writing; news values, libel, fake news.

CLASS TWO * History of food and drink writing: key writers and publications * Writing recipes and cookbooks * Writing about the senses: smell, tastes, sight, texture, touch * Food & wine criticism … restaurants, wines and spirits, ingredients.

CLASS THREE * Writing about landscapes, a sense of place, the environment * Drink & Wine writing * Wine tasting, criticism 30

2. Specify the type of teaching used: lessons, exercises, team work, workshops, etc. and how they will be structured. Prior to the class starting students will be asked to submit a 300 word piece of writing from a selected list of topics, which will be commented upon in class. Likewise, at the end of course a 400 word article will be given as homework, for comment by the teacher. In lesson: a range of writing exercises will be set, ranging from 5 minutes to 15 minutes. Exercises include word prompts, wordplay, free-writing, journaling and memoirs, article and blog writing, In class, writing exercises will be carried as individuals or in pairs. Students will be asked to bring pens or pencils and notebooks, for example A4 sized paper for in-class exercises.

Reference texts and Teaching Material Recommended food writers:

MKF Fisher (An American in France, very evocative, humorous and emotional writing. Julia Child (Famously introduced French cooking to the American palette) Elizabeth David (English writer who introduced French food, particularly home cooked, to an English audience. Ruth Reichl (previously US-based editor of Gourmet magazine. Author of richly written memoirs) Anthony Bourdain (fast and loose writing, very evocative or working in kitchens and travel) Anna del Conte (Italian recipes), Claudia Roden (Spain, north Africa, Israel), David Liebovitz (US author and blogger living in Paris), Nigella Lawson (British cookery writer, romantic, evocative style) Diana Henry (Irish-born writer), Madhur Jaffrey (Indian recipes and food writing)

Objectives All students graduating from UNISG will need to write in some form or another. While few will become journalists or professional writers, all will need to use words and language (rhetoric) to argue their point, educate a variety of audiences and stakeholders. The level will be pitched to accomodate both native English, and English as a second language speakers. The course will provide students skills to write persuasive copy, understand the global media landscape; understand the variety of ‘story telling’ skills and techniques that impact the world of food and drink. The skills learnt on this course will enhance the writing skills of the students, whether they write professionally, wish to improve their voice on personal social media accounts or need it in a business environment. Course topics will reflect the content of the course, eg. wine, food, agri-ecology, gastronomy, sustainable development, climate change, the global food systems etc. Students will engage in writing exercises, word play and discussion in class. The course will not include designing a book, website, menu, restaurant or publication. Both a pre- and post-class writing assignment will be provided This will be a blog length article of 400 words on a subject chosen from a list to be supplied in Blackboard.

Requirements/Advance readings (or other assignments) Pre-class. A 300-word blog post on a topic chosen from a list to be uploaded on Blackboard. Deadline for submission is May 17.

Post-class a 400-word article, again chosen from a list of topics, during the final lesson. I shall critique/ respond via email to each article submitted. Deadline for submission is June 14.

Lecturer’s name and surname: Carol Povigna Course Name: Practical Workshops in the kitchen in collaboration with MAGCA.

Lecturer’s name and surname: Nicola Perullo Course Name: Creative Process in cooking

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A workshop on how the creative process grows and develops in the kitchen. Taught by well-known personalities from the international cuisine scene.

Lecturer’s name and surname: Marije Vogelzang Course Name: Arts and Crafts A performative workshop to elaborate together with the students a specific art-based project related to food. We will actually be working on transforming your concepts into tangible, edible interactive and exciting performances creating a live ‘parade’. In this workshop you will notice how you can rapidly revolve an initial idea into a real prototype and create a real and emotionally valuable experience. By getting your hands dirty and actually doing the stuff you will get the experience and direct feedback to change and iterate in the fastest way possible. While having fun you learn how easy, but also how powerful it can be.

Lecturer’s name and surname: Giulia Mattalia, Aleksiei Taran Course Name: Edible Garden Practices Discovering the complexity of horticultural practices is the main goal of these two interactive workshops. In the first meeting, we will explore and discuss different practices and styles of horticultural production. In the second meeting, we will focus on families and species of the major crops reflecting on the importance of diversifying the horticultural plants.

Lecturer’s name and surname: Erik Olsson Course Name: Food Photography Preliminary information: a) Lecturer’s name and surname: Erik Olsson b) Lecturer’s email address for students: [email protected] c) Office hours for students (if applicable): d) Affiliation (Institution, company, organization): www.eof.se e) Teaching language: English

Course Content The course will be in 2 blocks. Block 1 is an Introduction to food photography with examples from the many books and travels I have made, and presenting my work with great chefs/ producers and how I have worked with them . With examples of how I/we have worked together to create an identity or how to position the restaurant with pictures. Block 2 will be with technical examples and how to create great pictures, Learning how to shape light, the functions of a camera, composition, how to treat different types of food etc. The course will be lessons and workshop.

Objectives For day 1 please select one picture/ photograph of anything related to food / foodculture/ produce that you like very much and be prepared to present a short summary about what you like and what you think is important and why you choose the picture. I´d like This to be presented to all of us on the first day to give an introduction into personalities and getting to know you a bit. Select one photographer or book / cookbook or article or website with photography that inspires you. And be prepared to show 5-10 pictures of the work (could be screen saving / or just pictures taken with cellphone of the work

Lecturer’s name and surname: Caroline Gatt Course Name: Performance, Culture and Nutrition Ethnographic studies from around the world show the centrality of creative food practice in generating community, building reciprocal relations and providing nutrition not only for the individual persons but for the group. This workshop will marry anthropology and theatre to explore the biosociality of food and nutrition. Students will carry out varied experiential forms of learning: reading, writing and discussion sessions, participating in jointly preparing, eating and clearing away meals carried out through attentional and creative theatre training tasks. 32

EDUCATION (MA0506) (Marco Bolasco; Andrea Pieroni; Paolo Gruppuso; Barny Haughton; Paolo Panero; Jameel Lalani; Ludovico Roccatello; Nicola Perullo; Enrico Giacosa; Andrea Paternoster; Eugenio Signoroni)

Lecturer’s name and surname: Marco Bolasco Course Name: Contemporary Gastronomy and Food Criticism An overview on what happened in the world of modern and contemporary gastronomy over the last 30 years, from the evolution of classic restaurants model to new forms of expression, from the so-called "avant-gardes" to the new local cuisine. A short journey between the main players and witnesses of this business: chefs, restaurants, manifestos, influencers and journalists. A journey that would allow to analyse contemporary cuisine’s world from different viewpoints, highlighting when and how food critic succeeded in influencing new trends, and when it didn’t.

Lecturer’s name and surname: Andrea Pieroni; Paolo Gruppuso Course Name: Foraging and Deep Mapping The Foraging excursion is aimed at understanding how natural objects/wild plants are recognized with their environments using classical botanical and sensory tools and how they have been/are foraged and used in both traditional/folk and contemporary cuisines. The Deep Mapping workshop is an invitation to knowing places from the inside and tracing maps that restore the role of desire, memory, imagination and the senses, through a gastronomic perspective and beyond cartographic conventions.

Lecturer’s name and surname: Barny Haughton Course Name: Cooking Skills and Education The Case for Food Education in Schools a) Lecturer’s name and surname: Barny Haughton b) Lecturer’s email address for students: [email protected] c) Office hours for students (if applicable): any d) Affiliation (Institution, company, organization): Square Food Foundation e) Teaching language: English

Course Content A South Bristol food education project. This teaching gives the class insights into the realities, challenges and potential of food education on individuals and communities.

2. Specify the type of teaching used: lessons, exercises, workshops, etc. and how they will be structured. Class tell food stories, BH pesentation on the theory and practice of food education, debate and discussion, group presentations, interrogation of models of practice, cooking together: individual recipes , how would I teach this dish? Eating together, internship and career meetings.

Reference texts and Teaching Material To have read about Square Food Foundation and its work in the UK and to have a basic understanding of the role food education – and the lack of it - plays in every aspect of life.

Objectives: To enable students to question the political and economic orthodoxies behind the developed world’s relationship with food education, particularly with reference to what we may have learned from the pandemic. To create a model for a High School Diploma (GCSE/A level in UK) in gastronomic sciences of which learning how to cook is the first module.

Lecturer’s name and surname: Paolo Panero Course Name: Quality Assessment (Coffee)

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Discovering the complexity of quality through speciality coffee. Taught by Paolo Panero, expert and owner or the “Third wave independent coffee shop” La Bottega delle Delizie, Bra, Italy.

Lecturer’s name and surname: Jameel Lalani Course Name: Consumption and Societies (Tea) A workshop to discuss the relation between food consumption and society through the case of tea culture and trade. Taught by Jameel Lalani, founder and owner of Lalani&Co, specialist in craft, single-batch teas from artisan tea growers.

Lecturer’s name and surname: Ludovico Roccatello Course Name: The Taste of Raw Milk Cheese The course aims to introduce the students in the cheese world presenting a critical overview on milk and cheese production and it’s environmental, cultural, social and economical implications. The program is articulated in the three lessons dedicated to: .1 (from grass to milk), .2 processing (from milk to cheese) and .3 case studies. Each component will be explored highlighting the key quality factors. The lessons will combine a theoretical and practical approach (with didactic tasting).

Lecturer’s name and surname: Nicola Perullo Course Name: Epistenology: from Knowledge about Wine to Knowledge with Wine. Knowing about wine is the first step; knowing with wine is the next step. Students will taste wine with a totally different approach which will help develop creative perception and new ways of communicating wine. Taught by Prof. Nicola Perullo, philosopher and wine expert.

Lecturer’s name and surname: Enrico Giacosa Course Name: Making and Learning about Bread To give students an overview of the bread-making world, starting from the field up to the table. Together, we will discover the possibility to interpret different recipes according to the raw materials available on the territory. To get to know the “pan ed langa”

Lecturer’s name and surname: Andrea Paternoster Course Name: The Taste of Natural Honey

Lecturer’s name and surname: Eugenio Signoroni Course Name: The Taste of Beer

ECOLOGY (MA0507) (Daniela Pirani; Emanuele Bompan; Emilia Terragni; Carlo Petrini; Roberto Burdese; Paolo Di Croce; Cinzia Scaffidi; Francesca Grazioli; Donatella Saccone)

Lecturer’s name and surname: Daniela Pirani Course Name: Food Marketing and Sustainability

Lecturer’s name and surname: Emanuele Bompan Course Name: Circular Ecology and Economy: the Case of Water This course will introduce the students to the circular economy, analyzing its origins and its theoretical framework. Looking beyond the current take-make-waste extractive industrial model, a circular economy aims to redefine growth, focusing on positive society-wide benefits. It entails gradually decoupling economic activity from the consumption of finite resources, and designing waste out of the system. Underpinned by a transition to renewable energy sources, the circular model builds economic, natural, and social capital, with the goal of design out waste and pollution, keep products and materials in use, regenerate natural systems Trough a multiplicity of examples we will uncover key topics and trends in the CE at EU and global level, with a focus on water and food.

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Lecturer’s name and surname: Emilia Terragni Course Name: Food Publishing A workshop that explores the dynamics of working on a food book project, or simulating a publishing meeting.The first day we talk about all the steps to commissioning and producing a book, in the following days the students will present their book projects, and we will review together all the different aspects of them from the content, to the look, to the marketing and publicity. In the week before the course the students will need to start working in groups on their projects, following the guidelines I will send them.

Lecturer’s name and surname: TBC Course Name: Difference that Makes a Difference

Lecturer’s name and surname: Carlo Petrini; Paolo di Croce, Roberto Burdese Course Name: Slow Food Philosophy

Lecturer’s name and surname: Cinzia Scaffidi Course Name: Sustainability: reality matters

Lecturer’s name and surname: Francesca Grazioli Course Name: Social Economy and Power Relations a) Lecturer’s name and surname: Francesca Grazioli b) Lecturer’s email address for students: [email protected] c) Office hours for students (if applicable): d) Affiliation (Institution, company, organization): Bioversity International, CGIAR e) Teaching language: English

Abstract Food is a compelling vehicle for defining power and its enforcement, both at the individual and at the geopolitical level. At the same time, food is often an important tool to counterbalance institutionalized power, to rebel to the system and ignite revolutions. During this course, we will start from three broad angles to understand how food is daily shaping the reality we live: class, gender, and race. We will use a multidisciplinary approach and will borrow from social sciences, economics, international relations, arts, and media to discuss tools to face the challenges of those inequalities linked to the world of food.

Course Content The course provides a theoretical introduction to the range of ways in which food is key in understanding, shaping or subverting power relations. Indeed, food is exemplary in its capacity to relate how power is subtle and varied social interactions; moreover, providing and maintaining power relations is dependent also on holding on to food habits and tastes. For each class, we will include numerous points of view and have collective discussions on readings, videos, lectures and what has been previously experienced during the Master itself, we will often leave the comfort zone of objectivity to embrace our own experience of the topic. We will also discuss how to deal with the complexity of the Coronacene and the subsequent new food paradigms. At the end of the course, the class should be able to creatively attach a power narrative of choice to any food discussion. Topic 1 General Introduction about power definitions and how food can be a prism through which we can read the actual geo-political and economic systems. Topic 2: Race, Gender and Power. How patriarchy and private property emerged to control inter and intragenerational distribution of agricultural surplus. The role of food in preserving or subverting gender roles. How racism is considered endemic to the global post-colonial food system. Topic 3: International Organizations and the world of development, how making food insecurity a poverty issue shifted the focus from systemic ones. Topic 4: Moving beyond the Pandemic, or how to be part of different changes.

2. Specify the type of teaching used: lessons, exercises, workshops, etc. and how they will be structured. The teaching method comprises lessons in class and interactive discussion, slides, Videos, class previous experience

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with power in its various shapes, Theory of Change exercises and case studies. Discussion will predominate and teaching will be a responsive exercise to class expectations and reactions.

Objectives At the end of the course, the class will be able to better understand power dynamics, describe them and their social implications through the lenses of food. As a class, we will be able to build logical frameworks behind geopolitical events, especially in the development sector. The course will provide examples from different backgrounds about food resistance and practical tools to contribute to the change of perceived unjust systems.

Requirements/Advance Readings (or other assignments) More specific readings will be provided before the course will take place, here you can find material to get familiar with the topic:

Podcasts The Racist Sandwich http://www.racistsandwich.com/

Gastropod, some selected episodes (all ot them are interesting thou): https://gastropod.com/women-food-power-and-books/ https://gastropod.com/dig-for-victory/ https://gastropod.com/the-salt-wars/ https://gastropod.com/poultry-power-fried-chicken-chronicles/

Books (These are just some of my latest favorite, feel free to send me an email if you want to receive other suggestions for topics of interest): Caparrós, Martín. Hunger: The Oldest Problem. Melville House Publishing, 2020. Wise, Timothy A. Eating tomorrow: , family farmers, and the battle for the future of food. The New Press, 2019. Williams-Forson, Psyche A. Building houses out of chicken legs: Black women, food, and power. Univ of North Carolina Press, 2006. Turner, Katherine Leonard. How the other half ate: A history of working-class meals at the turn of the century. Vol. 48. Univ of California Press, 2014. Holmes, Seth. Fresh fruit, broken bodies: Migrant farmworkers in the United States. Vol. 27. Univ of California Press, 2013. Neo, Harvey, and Jody Emel. Geographies of meat: Politics, economy and culture. Taylor & Francis, 2017. Carolan, Michael S. Embodied food politics. Ashgate Publishing, Ltd., 2011. Vester, Katharina. A taste of power: Food and American identities. Vol. 59. Univ of California Press, 2015. Hackenesch, Silke. Chocolate and Blackness: A Cultural History. Vol. 38. Campus Verlag, 2017.

Additional Information Lecturing is fine, but the learning style of this class should be mostly based on interaction and collaborative efforts to understand texts, images, and problems. Remember that questions should be always open to the whole class, not just the professor and that the most answers will not be definitive. Finally, let’s create days we will remember in future!

Lecturer’s name and surname: Donatella Saccone Course Name: Socio-Economic Dimensions of Food The workshop aims at individuating and discussing the main intersections between gastronomic sciences and the economic system. In particular, the discussion will focus on the ways through which food professionals may impact on socio-economic development. Structure 1. Socio-economic development and UN Sustainable Development Goals Topics: definition of socio-economic development; developed vs developing countries; the SDGs as international guidelines; reflections on your countries. 2. Food and socio-economic development 36

Topics: the uniqueness of food markets; SDGs integration in the food sector; virtuous examples. 3. Future trends and challenges Topics: the future of food and agriculture; impacts; examples of innovation and resilience.

Materials Materials and readings will be provided during each meeting and will be uploaded on Blackboard.

 University Fee Payment Regulations The university fee for the Master program is 16,500.00 Euros and is payable in three installments as follows:  Deposit: within 8 days of the date of online notification of admission  First installment: no later than February 25, 2021  Second installment: no later than August 31, 2021

The following is a summary of payment terms and conditions: University fee Master program Deposit 2,000 1st installment 8,500 2nd installment 6,000 Total 16,500

All payments must be made by bank transfer to one of the following accounts:

Bank: UNICREDIT BANCA Account No.: 000041352940 Iban: IT 48 V 02008 46041 000041352940 Bic/Swift: UNCRITM1R34 or

Bank: BANCA INTESA SANPAOLO - FIL. MILANO Account No.: 100000101172 Iban: IT 05 K 03069 09606 100000101172 Bic/Swift: BCITITMM

Payee: Università degli Studi di Scienze Gastronomiche Reference: the student's first and last name, along with the words "university fee"

UNISG will issue a certificate of enrollment and, on request, a payment receipt. No invoice will be issued as the Master is considered a part of the University’s institutional activities and not as a commercial service.

The university fees includes the following:  all academic activities, including conferences, tastings, and seminars  study material (in digital format)  all study trip expenses as programmed, including travel, food and lodging  participation in all UNISG and Slow Food events as included in the Master program  civil insurance coverage (during academic activities)  private insurance policy covering urgent healthcare for non-European students  4000 credits on your lunch cards to be used at UNISG Academic Tables (corresponds to €400)  access to Career Office services (food sector job placement)

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In the event that a student chooses to withdraw from the Master after having accepted entry into the program, the student will be eligible for a partial reimbursement of the university fees only if such withdrawal is made within the first thirty or ninety days after the start date of the Master, as indicated in the schedule outlined below:

Days within which the student % of deposit and 1st installment of % of 2nd installment of university withdraws from the Master university fees to be reimbursed fees to be reimbursed, if already paid 30 days after the start date of the 30% 80% Master 90 days after the start date of the 0% 80% Master

As per Art. 5, paragraph 4, of this announcement, students who have paid the deposit and first installment of the university fees, and who then decide to withdraw from the program, will be required to pay 20% of the second installment if they withdraw within 90 days of the start of the Master, and 100% of the second installment if they withdraw after 90 days of the start of the Master.

Students who fall behind in their payments will not be allowed to proceed with their studies (i.e. to take exams or participate in study trips).

TEACHING MATERIAL

 BlackBoard BlackBoard is the official UNISG teaching platform, where you can find syllabi and teaching material uploaded by lecturers. 1. Go to the login page for the Blackboard platform using the link unisg.blackboard.com 2. Enter your login details for the university’s online services (the same as for ESSE3 – QUICK PRESENCES). 3. The platform has a menu at the top and a menu on the left side from which you can access the individual sections. 4. There are four menu options on the left-hand side: a. My Institution b. Courses c. Community d. Services 5. Once you have chosen from among your courses, the side menu will show various sections: a. Name of the course (Home – Syllabus – Informations on final exam – Announcement) b. Course contents (Class materials and Readings), where it will be possible to view and download teaching materials in electronic form once they have been made available and communicated as such by the professor. c. App & Services (this is a series of external links useful for students, e.g. Gmail, Esse3, etc.) d. Community (not yet available)

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6. Here are two screenshots to show you how the platform looks:

7. Please be aware that only the professor who coordinates the course can upload and manage teaching materials on the system. We therefore ask that for any problems or questions relating specifically to this aspect you directly contact the relevant professor, using the contact details provided to you. 39

8. For any other technical issues or login problems, please contact the General Services office either by email ([email protected]) or stop by the office to talk in person with the service coordinators, Roberta Sandon and Gabriele Moccia.

Readings will generally be made available in advance of the relevant course, while some material may be provided in class or following the lessons. Teaching staff may email students directly with small file-size teaching material, but generally you will be asked to download it from BlackBoard. (In order to reduce waste of printed materials, we strongly urge you to keep as much of your reading in electronic format only.) Certain readings are made available in the library; the catalog is available through the UNISG website (Student Services > Library > LibriInLinea).

Professors are encouraged to be in contact with students in advance of their scheduled classes, and may provide direction or advance material that is not included in the syllabi. In such an event, follow the professors’ instructions carefully, as they may super cede those details included on the syllabi below.

On a regular basis you will be asked to complete online course evaluations and provide comments on different aspects of academic activities. Regular meetings with the academic staff will also be scheduled, in order to ensure continuity. You are nevertheless welcome to raise issues or come to us with issues at any time. Contact the Academic Office about academic activities, or the Tutor Office regarding study trips and administrative issues.

STUDENTS ATTENDANCE At the moment attendance is not mandatory due to Covid-19 Pandemic. However, it is highly suggested attending the classes in presence. In case you do not feel well or you have flu symptoms you can stay home and follow the lectures live remotely through Panopto. All the classes will be also recorded and saved on Blackboard.

 QuickPresences In order to record students’ presence we use a software called QuickPresences https://wedo.unisg.it/Presences.Public/RilevaPresenza You can also use the link present on the MyUNISG app, logging in with the same credentials you use for the online personal portal.

At the beginning of each class, the lecturer will communicate a PIN code. You will have to enter this pin on your myUNISG app to record your presence. This is extremely important for security reasons because the university needs to know exactly who is present in class in each day.

If you are not physically present in class and you are following the lecture from home, you do not have to enter the pin.

EXAMS and EVALUATIONS

The Master of Gastronomy: Creativity, Ecology and Education is a first-level master of 90 ECTS credits: 84 credits are obtained from exams in each area of coursework (81) and study trips (3), and 6 credits respectively for the internship (3) and final thesis or report (3). A certain number of ECTS credits are required in each subject area in order to receive your final Master certification. These credits are obtained by passing exams in each area.

NOTE: Students must take and pass all the exams in the program. A student who fails to pass one or more exams will NOT be allowed to defend her or his final thesis and receive her or his degree.

Students must be present for exams that take place in class (oral exams, written tests, presentations, papers, etc.) and must comply with the instructions given by professors. If a student fails the exam, she or he must take the 40

exam again. The new exam will be assessed with a penalty, as indicated below. Penalties increase for each consecutive attempt at passing the exam.

If a student does not show up in class for the exam, leaves before the completion of the exam, fails to take the exam in any way, or submits the work that counts as an exam after the deadline, she or he must take the exam again, and the same penalties will apply as for those that apply to failed exams.

If a student fails to take an exam because of illness or other very serious reason, she or he must submit to the Academic Office a medical certificate or other official document to prove that she or he was unable to do so. In any other situation, the student will be automatically considered to have failed the exam.

NOTE: It is not possible to make up tasting classes and exams. Failing to attend a tasting exam will be considered a failure, unless a medical certificate is provided.

Since many faculty are visiting professors, students who fail/miss an exam should communicate with the professor immediately in order to arrange to make up the exam. Students should include the Academic Office in all correspondence with the professor in this case.

Penalties for failed/missed exams or late submission of paper: - 1st failure/missed exam (or 1-10 days late submission): 10% off the assessed grade - 2nd failure/missed exam (or 11-20 days late submission): 20% off the assessed grade - 3rd failure/missed exam (or 21-30 days late submission): 30% off the assessed grade

If a student hands in a paper more than 30 days late, she or he will automatically fail that evaluation and will no longer be allowed to present her or his thesis and receive the Master degree. In this case, the student will only be eligible to receive a certificate of attendance from the master program.

 Grading Chart The grades for subject exams are measured in thirtieths (0-30 scale): the minimum passing grade is 18/30 and the maximum passing grade is 30/30. The maximum grade can be enhanced with "cum laude" (30 cum laude).

Here is the complete grading chart: 30 cum laude: superior work 30/30: excellent 27/30 - 29/30: very good 25/30 - 26/30: good 22/30 - 24/30: fair 18/30 - 21/30: poor 17/30 and below: fail

 Plagiarism: Policy And Penalties To plagiarize means to pass off someone else’s work (written text and/or ideas) as your own. It is the most serious academic offence and UNISG does not tolerate it under any circumstances. Copying verbatim (word for word) any text, in print, online, or from any other medium, is plagiarism. Any citations from any part of another person’s text must be in quotation marks and acknowledged with a bibliographic reference in the footnotes or references of your work. The use of someone else’s ideas from any work (book, article, etc.) must be rephrased in your own words as well as cited with a bibliographic citation in your footnotes or references. Any infringement of these rules will result in the failure of an exam or paper, with no opportunity to redo the evaluation, which means that the student will not be able to complete the program and receive her or his degree. All UNISG instructors are requested to report any case of plagiarism they may detect. This applies to any exam, study trip reports, and the final thesis. Please keep this in mind, and avoid plagiarism under all circumstances.

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 Turnitin Turnitin is a software used by UNISG that provides instructors with the tools to prevent plagiarism, engage students in the writing process, and provide personalized feedback. Please note that the student has to upload the final version of his/her thesis on the Turnitin platform in order to avoid plagiarism.

UNISG ONLINE PORTAL

 Esse3 Esse3 (https://unisg.esse3.cineca.it/Start.do) is the academic platform used by the University, where you will be able to find the academic calendar and Regulations. Credentials to log in to this online portal will be given to first time users by the General Services Office.

On the online portal you can also find:

Student Transcript Online Exam Booklet Online transcripts (summary of grades) are available at https://unisg.esse3.cineca.it/Home.do?cod_lingua=eng 1. Log in with your username and password. 2. Choose “Career” from the left-hand menu. 3. Choose “Student Booklet.”

Certificates Enrollment certificates, transcripts and university fee payment receipts are available at: https://unisg.esse3.cineca.it/Start.do?cod_lingua=eng 1. Log in with your username and password 2. Choose “Registrar” from the left-hand menu 3. Choose “Printable Enrollment Certificates and Receipts of Payment” 4. Select the desired certificate from the list. Print or save certificate.

If you need a certified document (with signature and stamp), please contact the Registrar Office ([email protected]).

Professors’ Contact Information. Professors’ email addresses are available at https://unisg.esse3.cineca.it/Guide/Home.do 1. Choose “Search Professors” from the right-hand menu. 2. Write the name of the professor your are serching the contact for 3. Click “Search” 4. Click on the name of the Professor and you will find his contact information

CONTACTS AND OTHER USEFUL INFORMATION Please email in advance to make an appointment for a meeting.

 Unisg Academic Staff Rector: Professor Andrea Pieroni ([email protected]) Prorector and Director for Teaching and Didactics: Professor Nicola Perullo ([email protected]) Director for Research: Professor Luisa Torri ([email protected]) Academic Convenor of the “Master of Gastronomy: Creativity, Ecology and Education”: Professor Nicola Perullo ([email protected]) The Academic Convenor is responsible for the academic planning of the master program Tutor: Paolo Gruppuso ([email protected])

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 Unisg Administrative Staff Administrative Director: Stefania Ribotta ([email protected])

Academic and Registrar Office Eleonora Zilio, coordinator ([email protected])

Academic Office: [email protected] Sabrina Boero ([email protected]), Davide Gaspari ([email protected]), Doriana Zuddas ([email protected]) The Academic Office is responsible for a variety of aspects of academic calendar programming, exam schedule, faculty and class logistics.

Registrar Office: [email protected] Manuela Barra ([email protected]), Elena Fogliotti ([email protected]), Charles Wolinsky ([email protected]). The Registrar Office is responsible for admission processes, general procedures, grade registrations, administration of graduation sessions, and certificates.

Tutor Office: ([email protected]) Tutors are responsible for the planning of the study trips, accompanying students, and coordinating both learning and logistics.

A wide range of staff and visiting professors also participate in the master program, and are together responsible for the educational activity of the university. They teach the classes for which they have contracted, develop practical course work, define the various courses of study, and in some cases sit on the thesis committee.

 Student Services General Services Office The General Services Office includes the IT Office and Logistics Office. The IT Office provides Information Technology support. The Logistics Office handles bus passes. For all questions, please use the general email address: [email protected] or call +39 0172 458568 to contact the staff: Roberta Sandon (Coordinator), Massimo Bonino, and Gabriele Moccia. - Opening hours: 8:00 a.m. – 18:00 p.m.

Library The UNISG library in Pollenzo, thanks to its collection of books and journals, is a resource for ongoing gastronomic research. The library is part of the National Library Services (SBN) of Italy, and it is catalogued according to the SBN standard, indexed by subject and classified by the Dewey Decimal System. The whole catalogue may be consulted online via LibrinLinea, a collective OPAC (online public-access catalogue) of the SBN libraries of Piedmont: www.librinlinea.it (select Università degli Studi di Scienze Gastronomiche, second-to-last in the list). For more information, see the Library Regulations on the UNISG website (Student Services > Library).

Library hours: Monday to Friday, 10:00 a.m. – 5:00 p.m. Phone: +39 0172 458523 – e-mail: [email protected] For safety reasons, the library is open up to a maximum of 26 people per day and only by reservation, providing your full name.

Online Resources The Online Library provides electronic journals and databases. It is possible to access articles and databases from any internet station by entering your Unisg username and password here

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Contacts: [email protected]

Mail and Packages The University will not accept postal correspondence of any kind on behalf of students. All letters and packages should be sent to students’ home addresses. Alternatively, you can have packages delivered to the post office in either Bra or Pollenzo by indicating Fermo Posta, and not you, as the recipient, followed by the post office address. For Amazon packages, select the post office as the pick-up point or punto di ritiro during online checkout. That said, you must always include your name somewhere on the waybill, either in the reference, subject or attn. sections. Otherwise, the Post Office will not be able to release the package to you. It is in any case your responsibility to determine whether a package has arrived and pick it up, as the post office does not send out notifications. Unclaimed packages will be automatically returned to sender approximately 1 week following their arrival at the post office. Other courier services may offer a similar service, though these options would need to be investigated independently. Lastly, the company Fermopoint (https://www.fermopoint.it/) arranges package pick-ups and shipments through local retail stores for a small fee.

Counseling The University of Gastronomic Sciences seeks to inform students about the counseling services in Bra and the surrounding area, offered through the local public and private health sector. More specifically, the role of UNISG is to: - organize meetings with UNISG contact people to better understand your request; - provide information about public and private counseling services; - provide information about how to access counseling services. Absolute respect and privacy for the individual are rigorously guaranteed in every step of this process. How to get more information on Counseling: 1. ask for an appointment by writing to [email protected] specifying your name and a personal contact; 2. the requests are read solely and exclusively by the following UNISG contact people: Eleonora Zilio (Administrative Coordinator – Three-Year Undergraduate Degree, Two-Year Graduate Program, Master programs) and Paolo Vanni (Career Center Coordinator); 3. you will be contacted by Eleonora Zilio or Paolo Vanni to schedule the appointment. Please note that local health administrators and professionals do not necessarily speak any English, and that private - as well as some public - services are subject to fees.

Bus Transportation Pollenzo and Bra are linked by a bus route (Linea n. 1). Travel time from Bra MOVICENTRO stop (next to the train station) to UNISG is about 20 minutes. The schedule is available at https://static1.squarespace.com/static/5c2cde23b40b9de11c1db1c9/t/5f212ce37550ee49303a4441/159600971 1532/GrBus_Bra_orari_L1.pdf. A one-way ticket can be purchased only on the bus and season passes are available through our General Services Office.

Electrical Adaptors Please use the correct power and plug adaptors for all electric devices. Failing to do so may create a short-circuit and power failure in your apartment. Adaptors are available at most supermarkets, or at the hardware store at 175 via Vittorio Emanuele, in Bra.

Emergency Telephone Number 112

Taxi Service: www.paginegialle.it/ricerca/taxi/Bra%20(CN)?rk=0

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