Experiential Features of Culinary Nutrition Education That Drive Behavior Change: Frameworks for Research and Practice

2020 ◽  
Vol 21 (3) ◽  
pp. 331-335 ◽  
Author(s):  
Lynn Fredericks ◽  
Pamela A. Koch ◽  
Ao (Alicia) Liu ◽  
Leah Galitzdorfer ◽  
Alyssa Costa ◽  
...  
Keyword(s):  
Behavior Change ◽  
Nutrition Education ◽  
The United States ◽  
Future Research ◽  
Health Educators ◽  
Education Programs ◽  
Hands On ◽  
Health Promotion Programs ◽  
Nutrition Educators ◽  
Motivate Behavior

Evidence of the benefits of culinary nutrition education is growing in the literature. Culinary nutrition education programs are naturally experiential, social, skills-based, and effective in improving nutrition-related beliefs, knowledge, and behaviors. In this article, we explore a set of motivational experiences in culinary nutrition education that have been identified as “drivers” of behavior change. These drivers emerged from 20 years of implementation and evaluation of hands-on cooking programs across the life span in more than 30 states within the United States. From these drivers, we developed a framework to guide both new and existing programs that can be best designed to motivate behavior change. These frameworks add value to the work of culinary nutrition educators and will inform and support future culinary nutrition education programs. In future research, health educators implementing skills-based health promotion programs in diverse settings can test the application of this framework to determine its relevance in broader areas.

scholarly journals Executive Higher Education Doctoral Programs in the United States: A Demographic Market-Based Analysis

10.28945/3713 ◽  
2017 ◽  
Vol 14 ◽  
pp. 001-019
Author(s):  
Sydney Freeman Jr. ◽  
Gracie Forthun
Keyword(s):  
Higher Education ◽  
United States ◽  
Doctoral Programs ◽  
Doctoral Degree ◽  
Practical Experience ◽  
The United States ◽  
Future Research ◽  
Education Programs ◽  
Doctoral Degree Programs ◽  
Education Degree

Aim/Purpose: Executive doctoral programs in higher education are under-researched. Scholars, administers, and students should be aware of all common delivery methods for higher education graduate programs. Background This paper provides a review and analysis of executive doctoral higher education programs in the United States. Methodology: Executive higher education doctoral programs analyzed utilizing a qualitative demographic market-based analysis approach. Contribution: This review of executive higher education doctoral programs provides one of the first investigations of this segment of the higher education degree market. Findings: There are twelve programs in the United States offering executive higher education degrees, though there are less aggressively marketed programs described as executive-style higher education doctoral programs that could serve students with similar needs. Recommendations for Practitioners: Successful executive higher education doctoral programs require faculty that have both theoretical knowledge and practical experience in higher education. As appropriate, these programs should include tenure-line, clinical-track, and adjunct faculty who have cabinet level experience in higher education. Recommendation for Researchers: Researchers should begin to investigate more closely the small but growing population of executive doctoral degree programs in higher education. Impact on Society: Institutions willing to offer executive degrees in higher education will provide training specifically for those faculty who are one step from an executive position within the higher education sector. Society will be impacted by having someone that is trained in the area who also has real world experience. Future Research: Case studies of students enrolled in executive higher education programs and research documenting university-employer goals for these programs would enhance our understanding of this branch of the higher education degree market.

scholarly journals Considerations for Evaluation of Fruit and Vegetable Intake in Low-Literate Spanish-Speaking Participants in USDA Food and Nutrition Education Programs

2018 ◽  
Vol 13 (3) ◽  
pp. 235-238
Author(s):  
Jinan Banna
Keyword(s):  
Chronic Disease ◽  
Nutrition Education ◽  
Underserved Populations ◽  
The United States ◽  
Spanish Language ◽  
Food Assistance ◽  
Fruit And Vegetable ◽  
Education Programs ◽  
Positive Effects ◽  
Spanish Speaking

Rates of obesity and associated chronic disease are high in Hispanics in the United States. Nutrition education interventions promoting dietary change in underserved populations have been shown to have positive effects on behaviors such as fruit and vegetable (FV) intake, thereby reducing the chronic disease burden. Evaluation tools in the Spanish language to assess the dietary behavior changes made in response to the intervention are important in determining the success of such efforts. Currently, there are no Spanish-language tools focused exclusively on FV intake and behaviors that include features to enhance readability for use in low-literacy participants of US Department of Agriculture (USDA) food assistance and education programs. There is a need for such tools to determine the degree to which programs are able to promote behavior change. In designing these tools, researchers should take into account potential issues that may arise when administered. For example, respondents may have difficulty estimating consumption for mixed dishes and vegetables added to food. To address such issues, researchers should employ strategies to assist respondents to understand what constitutes FV and appropriately identify amount consumed. Addition of images to tools or development of accompanying instruction guides may be helpful. Once developed and tested, such scales may be used with Spanish-speaking participants of USDA food assistance and education programs aimed at improving FV behaviors and ultimately, intake.

scholarly journals An Examination of Instructional Approaches in Online Technical Education in Community Colleges

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Brian Samuel Horvitz ◽  
Lisa R Garcia ◽  
Regina Garza Mitchell ◽  
Cheryl D Calhoun
Keyword(s):  
Online Learning ◽  
Community Colleges ◽  
Student Perceptions ◽  
Technical Education ◽  
The United States ◽  
Future Research ◽  
Learning Tools ◽  
Structured Interviews ◽  
Education Programs ◽  
Blended Course

Technical education programs in community colleges prepare students for many science and engineering-based jobs in the United States. An increasing number of technical education programs in community colleges are using online learning tools to teach courses. However, little is currently known about the ways these programs are integrating online learning in their coursework. This study examined fifteen National Science Foundation funded technical education programs that use online learning to partially or entirely deliver their courses. We conducted semi-structured interviews with key personnel from each project. Through analysis of this data, we found that technical education programs used a variety of instructional delivery approaches that can be categorized as follows: (a) a hybrid or blended course with asynchronous online lectures; (b) a hybrid or blended course with synchronous lectures; (c) a hybrid or blended course with a combination of asynchronous and synchronous lectures and discussions; or (d) a course that is fully online. We also found that online or hybrid technical education programs used a variety of different methods to give students experience in their field of study that can be categorized as follows: (a) pre-recorded video; (b) live video; (c) simulations; (d) equipment at home; (e) equipment in lab; and (f) professional site experience. We recommend that future research examine how well these approaches are working, incorporate student perceptions, and incorporate the views of employers of these programs’ graduates.

Reducing Disparities in Academic Outcomes Among Youth of Color: Evidence From an Alternative Education Program

2021 ◽  
pp. 074193252110405
Author(s):  
Stephen Phillippi ◽  
Casey L. Thomas ◽  
Mariella Gastanaduy ◽  
Melissa Sawyer
Keyword(s):  
Alternative Education ◽  
Education Program ◽  
Academic Outcomes ◽  
Secondary Analysis ◽  
The United States ◽  
Future Research ◽  
Youth Of Color ◽  
Education Programs ◽  
Alternative Education Programs ◽  
Alternative Education Program

The differential treatment of youth of color in schools perpetuates disparities in academic outcomes. Alternative education programs may represent a constructive approach to preventing or mitigating these disparities. This study examines the outcomes of an urban alternative education program in the United States. Secondary analysis of demographic, psychosocial, and academic data from all program participants ( N = 232) during a 3-year study period was conducted. Descriptive statistics summarize demographic characteristics, and bivariate analyses examine the strength of association and interrelationships among individual variables, program retention, and educational attainment. Results show grade-level advancement, employability, and, therefore, decreased risk for justice involvement, regardless of students’ histories of lower academic performance, unemployment, behavioral health conditions, and justice system or child protective services contact. This evaluation offers a framework for replication and recommendations for future research examining alternative education programs.

Typical Activities of Health Educators in Public and Private Settings in California

1981 ◽  
Vol 2 (2) ◽  
pp. 133-142
Author(s):  
Alvin E. Winder
Keyword(s):  
Health Promotion ◽  
Health Education ◽  
Health Educators ◽  
Community Health Education ◽  
Education Programs ◽  
Public And Private ◽  
Major Activity ◽  
Health Promotion Programs ◽  
Occupational Settings

Some typical activities of health educators employed in public and private settings in California are reported. These reports are based upon interviews with a number of directors of health education programs and the chairpersons of two university programs. Typical activities include the generalist role of rural health educators, the emphasis of urban health educators on health promotion programs, patient education as a major activity of health educators in medical care settings, and the continued commitment of health educators in occupational settings to community health education. The diversity of activities in which health educators in California are engaged suggests the outlook for the eighties is for many arenas for the practice of health education.

scholarly journals Self-Determination in Physical Education: Designing Class Environments to Promote Active Lifestyles

2007 ◽  
Vol 26 (3) ◽  
pp. 260-278 ◽  
Author(s):  
Charity L. Bryan ◽  
Melinda A. Solmon
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Structure Learning ◽  
Activity Patterns ◽  
The United States ◽  
Self Determination ◽  
Future Research ◽  
Education Programs ◽  
Motivational Constructs ◽  
Active Lifestyles

Recently, the lack of physical activity and increasing rates of childhood obesity have received a great deal of attention in the United States. One way to combat inactivity in children is to utilize physical education programs as a means to promote active lifestyles. There is not, however, a consensus concerning how physical education programs can achieve the goal of increasing children’s physical activity patterns. The purpose of this review is to examine motivational constructs that can provide a theoretical framework to identify strategies that can be used in physical education classes to promote engagement in physical activity. Self-determination theory is offered as a framework that has the potential to integrate these motivational constructs and provide a more complete understanding of how practitioners can structure learning environments to foster motivation and engagement in activity. Suggestions are made for implementing the research into practice, as well as future research directions.

Bridging the GAP: Leveraging Partnerships to Bring Quality Nutrition Education to the Gardening Apprenticeship Program

2020 ◽  
pp. 152483992096358
Author(s):  
Lillian Orta ◽  
Esther Yepez ◽  
Nina Nguyen ◽  
Rosario Rico ◽  
Sang Leng Trieu
Keyword(s):  
Los Angeles ◽  
Nutrition Education ◽  
The United States ◽  
After School ◽  
Land Trust ◽  
Hands On ◽  
After School Program ◽  
Apprenticeship Program ◽  
Outcomes For Children ◽  
Negative Health Outcomes

In the United States, about 12% of households are food-insecure, which can have negative health outcomes for children, including delayed development and early onset of obesity. Although many programs prioritize children, few evidence-based interventions exist for adolescents that address nutrition education. One promising intervention is teaching adolescents how to cook healthy meals. The Los Angeles Trust for Children’s Health partnered with The Los Angeles Neighborhood Land Trust to integrate nutrition education and hands-on cooking demonstrations into an after-school program called the Gardening Apprenticeship Program at a local high school. Designed as a yearlong intervention, the Gardening Apprenticeship Program involves garden-based activities teaching food and environmental justice. Cultivating partnerships with other community-based organizations can help build capacity to pilot and replicate similar programs in other communities in food deserts.

scholarly journals Executive Higher Education Doctoral Programs in the United States: A Demographic Market-Based Analysis

10.28945/3673 ◽  
2017 ◽  
Author(s):  
Gracie Forthun ◽  
Sydney Freeman Jr.
Keyword(s):  
Higher Education ◽  
United States ◽  
Doctoral Programs ◽  
Doctoral Degree ◽  
Practical Experience ◽  
The United States ◽  
Future Research ◽  
Education Programs ◽  
Doctoral Degree Programs ◽  
Education Degree

[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose : Executive doctoral programs in higher education are under-researched. Scholars, administers, and students should be aware of all common delivery methods for higher education graduate programs. Background: This paper provides a review and analysis of executive doctoral higher education programs in the United States. Methodology : Executive higher education doctoral programs analyzed utilizing a qualitative demographic market-based analysis approach. Contribution: This review of executive higher education doctoral programs provides one of the first investigations of this segment of the higher education degree market. Findings: There are twelve programs in the United States offering executive higher education degrees, though there are less aggressively marketed programs described as executive-style higher education doctoral programs that could serve students with similar needs. Recommendations for Practitioners: Successful executive higher education doctoral programs require faculty that have both theoretical knowledge and practical experience in higher education. As appropriate, these programs should include tenure-line, clinical-track, and adjunct faculty who have cabinet level experience in higher education. Recommendation for Researchers: Researchers should begin to investigate more closely the small but growing population of executive doctoral degree programs in higher education. Impact on Society: Institutions willing to offer executive degrees in higher education will provide training specifically for those faculty who are one step from an executive position within the higher education sector. Society will be impacted by having someone that is trained in the area who also has real world experience. Future Research: Case studies of students enrolled in executive higher education programs and research documenting university-employer goals for these programs would enhance our understanding of this branch of the higher education degree market.

scholarly journals Health Educators as Problem Solvers/Policy Advocates

2006 ◽  
Vol 4 (1) ◽  
pp. 134-140 ◽  
Author(s):  
Kathy DeBarr
Keyword(s):  
Nutrition Education ◽  
Premature Mortality ◽  
The United States ◽  
Overweight And Obesity ◽  
Health Educators ◽  
Psychological Pain ◽  
Television Programming ◽  
Adults And Children ◽  
Problem Solvers

In the United States many children are malnourished. We very rarely think of over-nutrition as malnutrition, but it is. Furthermore, our children are suffering because of it. No one would tell their child to go play in the street, because imminent harm and perhaps death would ensue. Yet we fail to recognize the threats posed by overweight and obesity. Not only is one’s quality of life greatly diminished, but morbidity and premature mortality from Type II diabetes, hypertension, and cardiovascular disease are the consequences. Obese persons are the subject of ridicule in television programming and the motion picture industry. This negative attention contributes to the stigma and resulting psychological pain endured by adults and children alike. Health educators must actively pursue resolution of the obesity crisis, not only through education, but through policy advocacy for PE standards, recess, school vending machine policies, nutrition education, and improved nutrition within our schools. Individual intervention has not proven effective, and it is time to address the environmental forces at work.

scholarly journals Gardening Increases Vegetable Consumption in School-aged Children: A Meta-analytical Synthesis

2012 ◽  
Vol 22 (4) ◽  
pp. 430-445 ◽  
Author(s):  
Gail A. Langellotto ◽  
Abha Gupta
Keyword(s):  
Quantitative Analysis ◽  
Nutrition Education ◽  
Vegetable Consumption ◽  
Meta Analysis ◽  
The United States ◽  
Nutrition Knowledge ◽  
Fruit And Vegetables ◽  
Education Programs ◽  
Children's Nutrition ◽  
Vote Counting

Although a handful of published reports suggest that garden-based nutrition education programs are effective in increasing fruit and vegetable consumption, many of these studies have low statistical power because of small sample sizes and lack of long-term data. In this study, we used meta-analytical techniques to examine the efficacy of garden-based nutrition education programs for increasing children’s nutrition knowledge, preference for fruit and vegetables, and/or consumption of fruit and vegetables. We confined our analysis to peer-reviewed studies that examined programs that were delivered to children in the United States. We looked at the relative impacts of garden-based nutrition education programs, compared with experimental controls (i.e., no nutrition education) and nutrition education programs without a gardening component. We compared the results of our meta-analysis with those of a vote counting analysis to illustrate the importance of repeated studies and quantitative analysis. In our vote counting analysis, the majority of the outcomes were nonsignificant in the control and nutrition education groups, but positive and significant for the gardening group. Our quantitative analysis of the impacts of gardening education programs on children’s nutrition knowledge, preference for fruit and vegetables, and/or consumption of fruit and vegetables was limited by the small number of studies that reported the full suite of descriptive statistics needed to conduct a meta-analysis. Nonetheless, one striking and robust result emerged: gardening increased vegetable consumption in children, whereas the impacts of nutrition education programs were marginal or nonsignificant. We suggest two nonmutually exclusive hypotheses to explain our results: gardening increases access to vegetables and gardening decreases children’s reluctance to try new foods. Our results suggest that gardening should be an integral component of wellness programs and policies. A historical lack of funding has impeded both the broader adoption of school gardens and rigorous research on the social, behavioral, and academic impacts of gardening on children. Recently, however, there has been an increase in federal support for gardening and garden-based research projects—a trend that we hope will continue and grow.

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