Being Innovative in Running an Online Food Research Project in Consumer Sciences during the COVID-19 Pandemic

The COVID-19 pandemic challenged many higher education institutions to accelerate the implementation of teaching and learning through an online mode of delivery. The unpredicted shift to online learning created unprecedented challenges for Consumer Sciences students which usually perform laboratory-oriented research projects; however, any employable skills acquired during undergraduate studies should be transferable to new circumstances within different working contexts. The aim of this article is to provide educators with a basic 10-step approach to complete an online food research project and to consider students’ engagement, reflections and experiences. The article consists of three parts. The first part provides ten research steps to complete an online food research project, followed by students’ reflections of the research project. The second part presents the results on students’ online engagement with an e-learning platform. The third part presents the results of students’ experiences from the university’s student survey of the lectured module. Recommendations made from students’ reflections stimulated their higher-order thinking as they comprehended the value and importance of research, project based-learning and critical evaluation for future improvement. Educators are responsible for helping students discover their own support networks, to provide opportunities and events to share their values and work, and to motivate and encourage student engagement and reflective discussions in the online environment to stimulate higher-order thinking and enhance students’ professional and sustainable development.

Predictors of parents’ infant vaccination decisions: A concept derivation

The myths surrounding coronavirus disease 2019 (COVID-19) vaccines have prompted scientists to refocus their attention on vaccine hesitancy, which is fuelled by the spread of misinformation. The scientific investigation of behavioural concepts relating to vaccine hesitancy can be enhanced by the examination of behavioural concepts from the field of consumer sciences. South African consumer scientists study personal decisions that contribute to individuals’ well-being, including the decisions to prevent ill health. Current data on the predictors of vaccination decisions do not incorporate consumer science constructs imperative in decision-making, which could provide fresh insights in addressing vaccine hesitancy. This study aimed to investigate and illustrate the analogy between concepts of the Health Belief Model (HBM) as parent model, and consumer behaviour that could affect parents’ infant vaccination decisions, by applying a concept derivation approach. The HBM was analysed within the context of public health, including literature from consumers’ vaccination decisions, medical decisions, paediatrics, vaccinology, virology and nursing. Through a qualitative, theory derivation strategy, six main concepts of the HBM were redefined to consumer sciences, using four iterative concept derivation steps. Concept derivation resulted in consumer behaviour concepts that could be possible predictors of parents’ infant vaccination decisions, including consumers’ values; risk perception; consideration of immediate and future consequences; self-efficacy; cues to action; demographics; personal information and knowledge. These predictors could be a starting point for a context- and product-specific consumer primary preventive healthcare decisions model. Our findings highlight the opportunities for interdisciplinary collaboration in investigating consumer primary healthcare-related behaviour.Contribution: This study introduced interfaces between consumer science and health science literature. Through interdisciplinary collaboration, a better understanding of influences to promote primary preventive healthcare can be achieved.

A Qualitative Study Exploring Teachers’ Attitudes towards Breastfeeding Education in Family and Consumer Science Classrooms

Background: Research shows that some school-aged children have considered infant feeding choices for when they become parents and are interested in learning about breastfeeding in school. Despite recommendations to include infant feeding education in secondary school classrooms, teachers’ practices and attitudes regarding this topic have been the subject of minimal research. The purpose of this study was to explore North Carolina (NC) family and consumer sciences (FCS) teachers’ infant feeding education practices and their views on incorporating breastfeeding education in the curriculum. Methods: The study used a purposeful sample of 19 teachers who participated in semi-structured qualitative telephone interviews exploring their attitudes and practices relating to infant feeding education. We transcribed and analyzed the interviews using the constant comparative method through the lens of the theory of planned behavior. Results: Teachers had predominantly positive attitudes towards the inclusion of breastfeeding education in high school parenting, child development, and nutrition courses, citing the need to normalize breastfeeding and support students’ ability to make informed choices when they become parents as justification. Teachers’ social norms included concerns about parents’ and administrators’ views on the appropriateness of the content and apprehension about negative student responses. Perceived behavioral controls included student maturity, teachers’ own experiences and comfort with infant feeding, and the view that curriculum guidelines limit content selection. Conclusions: The results of this study can be used in the development and implementation of secondary school education programs that increase knowledge about infant feeding and positive attitudes towards breastfeeding for all members of the community. Teachers’ concerns should be addressed in the implementation of these programs.

A Comparison of Burnout Experienced by Family and Consumer Sciences Teachers With Other Content Teachers During COVID- 19 Remote Teaching

During the spring of 2020, K-12 schools were turned upside-down. The COVID-19 pandemic essentially forced all schools across the nation to close their doors and move their learning environments online. The switch to remote learning put a great deal of stress and responsibility on teachers at all levels. The content taught by family and consumer sciences (FCS) teachers presented those teachers with unique challenges that differentiated them from other content teachers in programs such as math, language arts, and social studies. With a sample of 97 teachers from Midwestern states, this study found that FCS teachers reported higher levels of depersonalization and lower feelings of personal accomplishment.

Adapting to the Changing Needs of Family and Consumer Sciences Students: Instructor Perspectives During the Pandemic

In March 2020, the pandemic brought significant changes to higher education modalities. This paper examines how family and consumer sciences (FCS) instructors in a comprehensive, multi-disciplinary department at a large 4-year university modified instruction and related activities as a response to the pandemic. Using the Family and Consumer Sciences Body of Knowledge as a framework, we illustrate approaches to meet students' basic needs and support their individual well-being during the crisis, and we provide a detailed description of changes in instructional strategies across different disciplines within the department. We highlight the lessons learned by instructors during the transition to fully online instruction and provide suggestions for other FCS programs moving forward.

"It just feels like I'm a kid back home, with dinner made for me and the snack cabinet full": College Students' Reflections on Food-related Experiences During the Pandemic

The COVID-19 pandemic has influenced many aspects of life and wellbeing. Eating behaviors and food habits among college students—many leaving campus and returning home mid-semester—were of particular interest for this qualitative study. Reflections from 33 students across 3 courses were analyzed using content analysis. Five major themes emerged from the data: diet changes, minimizing risk, responsibility, silver linings, and food and nutrition knowledge and skills. Several opportunities for family and consumer sciences (FCS) educators and professionals exist to help individuals and families through COVID-19 or to promote FCS classes on college campuses.

Examining Self-Efficacy of FCS Teachers Following the COVID-19 Modality Switch

This paper presents the results of a nationwide survey of educators for grades 6–12 who specialize in family and consumer sciences education (N 380). The paper examines teacher reports about their self-efficacy in online learning during the switch to off-campus instruction. Data revealed that district communication to teachers indicating that they were doing a good job and teachers having had prior online interactions with students were significantly related to the teachers' positive perceptions of self-efficacy.