Opportunities and Challenges of Developing a Culinary Food Studies Bachelor’s Degree

Although Food Studies has been acknowledged as a distinctive field in Canada for almost two decades, until now there has not been an undergraduate degree in Food Studies in this country. This is changing with the development of Canada’s first Honours Bachelor’s Degree in Food Studies (BFS) at [Ontario College], set to launch in September 2021. This field report describes the process, opportunities, and challenges of developing a Food Studies degree at an Ontario college. It explores the unique openings at the intersection of food studies education and applied practical skills training for work in the food sector. In particular, we ask: What can food studies bring to culinary education? And, what can culinary education bring to food studies? We content that food studies can lend to a more transformative culinary education focused on social, cultural, political, and environmental influences in the food system. Simultaneously, culinary education brings distinct insights into operationalization within the food sector which provide new openings for applied research. We demonstrate the need for this new collaboration and knowledge as a necessity of a turbulent world.

Feasibility of a virtual nutrition intervention for adolescents with autism spectrum disorder

Adolescents with autism spectrum disorder are at increased risk of unhealthy eating behaviors and obesity. This study examined feasibility of a virtual implementation of Bringing Adolescent Learners with Autism Nutrition and Culinary Education, an 8-week nutrition intervention based on social cognitive theory that addresses autism spectrum disorder–specific eating behaviors and food environment challenges. The implementation process was measured with fidelity checklists, engagement records, and field notes. Feasibility of virtually assessing adolescents’ outcomes (food frequency questionnaire, psychosocial survey, height, and weight) was also evaluated. Adolescents with autism spectrum disorder aged 12–21 years were recruited through a local community partner. Six groups (n = 27; group size ranged 2–7) participated. Univariate data analyses were performed. Mean lesson attendance was 88%, participation was 3.5/4 (4 = Frequently), homework completion was 51.9%, fidelity was 98.9%, and technical difficulty prevalence was 0.4/2 (2 = Major technical difficulties). Assessment completion rate was 100% (98.9%–100%) at baseline and 92.6%–96.3% (99.5%–100%) at post-intervention. Data quality was high for 88% of food frequency questionnaires and 100% of psychosocial surveys. Findings suggest that a virtual implementation and evaluation of Bringing Adolescent Learners with Autism Nutrition and Culinary Education was feasible. Bringing Adolescent Learners with Autism Nutrition and Culinary Education may be implemented virtually to reach diverse populations of adolescents with autism spectrum disorder. Future research should examine the impact of the intervention on dietary behavior and obesity outcomes. Lay abstract Adolescents with autism spectrum disorder are at an increased risk of unhealthy eating behaviors and obesity compared to their typically developing peers. Many nutrition interventions for this population focus on improving autism spectrum disorder symptoms or managing weight rather than addressing participants’ healthy eating self-efficacy. The purpose of this study was to examine a virtual implementation of a new intervention for adolescents with autism spectrum disorder, Bringing Adolescent Learners with Autism Nutrition and Culinary Education. We used fidelity checklists, engagement records, and field notes to measure implementation. We also examined the feasibility of assessing outcome measures, including a food frequency questionnaire (FFQ), psychosocial survey, height, and weight. We recruited adolescents with autism spectrum disorder aged 12–21 years. Six groups of 2–7 adolescents (27 total) participated in the intervention and pre-/post-intervention measurements. Bringing Adolescent Learners with Autism Nutrition and Culinary Education consisted of eight weekly lessons: exploring taste, flavor, and texture; mealtimes and rules; food groups and nutrients; moderation; beverages; cooking; well-being; sustaining healthy eating habits. The virtual implementation was feasible based on lesson attendance, participation, homework completion, fidelity, and prevalence of technical difficulties. Evaluation was also feasible based on response rate, completion, and data quality for the food frequency questionnaire, psychosocial survey, and height and weight measurements. Bringing Adolescent Learners with Autism Nutrition and Culinary Education may be used in virtual settings to reach diverse populations of adolescents with autism spectrum disorder. Future research is needed to evaluate the impact of Bringing Adolescent Learners with Autism Nutrition and Culinary Education on dietary behavior and obesity outcomes.

Hubungan Pengetahuan Dan Sikap Mahasiswa Program Studi Tata Boga Universitas Negeri Jakarta Dengan Tindakan Penggunaan Plastik Untuk Minuman Panas

Plastics are organic materials formed into various shapes when exposed to heat and pressure. Plastics have weaknesses and are dangerous for the materials they pack, namely the possibility of migration or transfer of monomer substances from plastic materials into food and beverages. The aims of this research is to analyze the relationship between knowledge and attitudes of student’s to measure the use of plastic for hot drinks. This type of this research is survey with cross-sectional approach. The samples in this study are students of the Culinary Education Study Program at the Jakarta State University, with a total sample of 66 respondents using the disproportionate stratified random sampling technique. Data has been analyzed using descriptive analysis and inferential analysis. The results of this research show that the percentage of 66 students who have high knowledge about plastics is 54,5%, 95,5% of students have high attitudes in using plastic, and 78,8% of students have high action in using plastic. Meanwhile, the correlation test results showed a positive relationship between student's knowledge and attitudes with the use of plastic (r_count = 0.765 > r_table = 0.244) with a determination coefficient of 58,5%. Based on the research results, it is expected that Culinary Education students will maintain their attitudes and actions in using plastic to avoid the dangers inflicted by plastic.

Interprofessional culinary education workshops at the University of Saskatchewan

Implication Statement If you want to offer your students an enjoyable and worthwhile interprofessional activity to learn about issues in community nutrition, your university can cook up these interprofessional culinary education workshops. Start with a few enthusiastic students from various health professional programs who can organize, promote, and lead. Include faculty and/or staff to support the students and apply for internal funding. Find workshop facilitators (e.g., chefs), and arrange for program evaluation. It is best to choose workshop topics and themes relevant to your local situation. Ensure workshops are structured to facilitate cooperative and experiential learning. Students will find these sessions informative, practical, and enjoyable.