Community-based nutrition education: documentation and evaluation of effectiveness

Background: The obesity epidemic and associated chronic conditions pressure the importance of nutrition education, and showcase a need for collaborative efforts. The evaluation and documentation of nutrition education is essential to improve impacts and outcomes of efforts. Methods: Three interventions are described within this thesis. The first reviews traditional nutrition education provided by Extension, and the need for objective evaluation measures. The second project compares traditional and technology-based education modes in the grocery store setting. The third project is a technology-based iPhone application and mobile website developed for the Iowa State Fair to provide just-in-time nutrition information on the available fare. Results: The objective evaluation measure implemented was successful for documentation of effectiveness of Extension education efforts, and improved dietary intake of participants. The second project found equivalent awareness of intervention materials. However, significantly higher engagement occurred with the traditional education mode when compared with the technology-based efforts. The third project was a success at the Iowa State Fair, with many page views for both vendor, foods, and nutrition information. Conclusions: Nutrition education efforts provide the most impact when strategic, with collaborative efforts achieving greater reach. Education efforts appear to be additive in nature with regard to impact, thus increased promotional activities and interactions are most likely to find engagement and subsequent behavior change

Evaluating Nutrition Education Programming by Using a Dietary Screener

Short dietary assessment instruments known as screeners have potential for use in evaluating nutrition education programming because detecting change in dietary intake can demonstrate movement toward program goals. Using screeners results in objective dietary intake data but involves less administrative time, training, and cost than other evaluation methods. This article describes use of the Block Screener for Fruits, Vegetables, and Fiber (BSFVF) as a pre- and posteducation evaluation tool for an Extension nutrition education program. Findings showed that graduates’ intakes of fruits, vegetables, fiber, and certain nutrients significantly increased. Implications related to use of the BSFVF for evaluation of routine Extension nutrition education programming are discussed

Taking A Pulse: Student-Athletes Descriptors For Their First Semester Of College

This paper summarizes the responses of 103 student-athletes enrolled in a first-year experience course when asked, What adjective best describes your first semester in college? Not surprisingly, the most frequent descriptors were busy, fun, stressful, and different. The paper concludes by discussing the implications of collecting this type of data as a form of early warning system

Implementing Integrated Multicultural Instructional Design In Management Education

This purpose of this paper is to summarize the principles of integrated multicultural instructional design (IMID; Higbee, Goff, & Schultz, in press; Higbee, Schultz, & Goff, 2010) and present specific strategies for incorporating IMID in management education. The primary goal of IMID is to promote the integration of multicultural content and diverse teaching and learning strategies in postsecondary curricula, programs, courses, and academic support services. Results of a pilot project will be presented that include student evaluations of faculty teaching methods; inclusion of multicultural course content; strategies for the assessment of learning; and commitment to diversity, multiculturalism, and social justice when IMID is embedded in the curriculum. This paper also includes a discussion of andragogy related to multicultural strategies and the creation of inclusive learning environments in collegiate management education

Responding To The Concerns Of Student-Athletes Enrolled In A First-Year Experience Course

This paper summarizes results of a study of 105 student-athletes enrolled in a first-year experience course. Students were asked, “What is the biggest unanswered question you have about college?” Results indicated that students’ most burning questions were related to academics; relatively few student responses were directly related to being a student-athlete. Discussion of the findings includes designing first-year experience courses to respond to students’ concerns

An Exploration Of Theoretical Foundations For Working Mothers Formal Workplace Social Networks

This paper presents a multidisciplinary integrative exploratory review of possible theoretical foundations for working mothers’ formal workplace social networks. Beginning with theoretical overviews of work-life balance, career development, mentoring, psychology, and social capital this paper develops a plausible possible framework rooted in women’s psychological developmental theory. The authors conclude that the theoretical frameworks for human resource development (HRD) and human resource management (HRM) do not identify one unified specific framework for research and scholarly investigation of working mothers’ formal workplace social networks, while presenting a conceptual model grounded in Gilligan’s (1982) principles appears to be a good fit for enhancing the understanding of the phenomenon

Teaching in the cracks: Student engagement through social action curriculum projects

As hyper-standardization becomes more pronounced in our educational climate, schooling that neither captures the attention nor engages students through traditional classroom teaching is unsurprising. Amidst such high-stakes pressures associated with the current “reform” movement, critical educators concerned with providing meaningful curriculum and transferable skills for everyday life are forced to teach “under the radar.” Oftentimes, such teachers search for openings within official curricula to “teach in the cracks,” connecting students with issues relevant to their lives. This in-between pedagogy demonstrates the complexities of teaching: rather than ignore top-down expectations, the approach seeks opportunities within such mandates to engage immediate classroom participants in worthwhile curricula. Teaching in the cracks begins to address the ongoing dilemma between following an expected curricula and seeking organic student engagement beyond the classroom with community problems. Through narrative inquiry, this article examines one teacher’s willingness to exploit such openings through a curricular approach called a Social Action Curriculum Project (SACP)

Student Perspectives On Behaviors That Constitute Cheating

A previous study conducted a decade ago determined that there can be considerable disagreement—not only between students and faculty, but also among students and among faculty—regarding behaviors that constitute cheating. This article reports the results of a research study that replicated the student survey administered for the previous study, but with changes in the questionnaire to reflect how technology has become infused in teaching and the assessment of learning. Recommendations for preventing academic dishonesty are also provided