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Science and mathematics literacy are fundamental to the basic understanding of food and health and/or the pursuit of science-based careers. In 1999, the FoodMASTER Initiative (FMI) was created to provide an opportunity for youth to experience authentic, real-world health science activities in K-12 learning environments. FMI administrative locations have included Ohio University 1999-2005, East Carolina University 2006-2018 and Northern Illinois University 2018-current. The key programmatic elements for the FMI include: (1) curricular hands-on activities developed with teacher input; (2) free online access; (3) rigorous evaluation of program materials; and (4) robust partnerships with organizations that promote mathematics and science education. The purpose of this manuscript will be to: (1) provide a rationale for the FMI programming; (2) share the curriculum and the process for developing curriculum and summarize the quantitative and qualitative findings of the 19 peer-reviewed articles; (3) discuss funding that was secured; (4) discuss strategies that lead to program sustainability; (5) discuss the mission and vision; and (6) summarize programmatic component sustainability.

Background: Explore associations between nutrition, science, and mathematics knowledge to provide evidence that integrating food/nutrition education in the fourth-grade curriculum may support gains in academic knowledge. Methods: Secondary analysis of a quasi-experimental study. Sample included 438 students in 34 fourth-grade classrooms across North Carolina and Ohio; mean age 10 years old; gender (I = 53.2% female; C = 51.6% female). Dependent variable = post-test-nutrition knowledge; independent variables = baseline-nutrition knowledge, and post-test science and mathematics knowledge. Analyses included descriptive statistics and multiple linear regression. Results: The hypothesized model predicted post-nutrition knowledge (F(437) = 149.4, p < 0.001; Adjusted R = 0.51). All independent variables were significant predictors with positive association. Conclusions: Science and mathematics knowledge were predictive of nutrition knowledge indicating use of an integrative science and mathematics curriculum to improve academic knowledge may also simultaneously improve nutrition knowledge among fourth-grade students. Teachers can benefit from integration by meeting multiple academic standards, efficiently using limited classroom time, and increasing nutrition education provided in the classroom.

Background: Teacher self-efficacy for teaching nutrition can positively impact student dietary behaviors; however, limited curricular resources and professional development can serve as barriers to the provision of nutrition education in the classroom. The purpose of this study was to assess the impact of a food-based, integrative science curriculum on fourth-grade teachers' self-efficacy toward teaching nutrition. Methods: Researchers used a quasi-experimental design to implement the FoodMASTER Intermediate (FMI) curriculum in 19 fourth-grade classrooms across Ohio and North Carolina. The Nutrition Teaching Self-Efficacy Scale was used to assess baseline and posttest teacher self-efficacy using a 4-point Likert scale (1 = "not confident at all"; 4 = "very confident"). Analysis of covariance (ANCOVA) and Wilcoxon's signed rank test were used for statistical analysis. Results: Teachers in the intervention group displayed significantly higher post efficacy expectation scores (mean = 3.52; SD = 0.41) than comparison group teachers (mean = 2.86; SD = 0.55). Overall, the intervention group showed significant improvement in self-efficacy on 15 of the 18 items. Discussion: The results suggest providing training and integrative resources to teachers can significantly improve self-efficacy toward teaching nutrition. Future research should focus on determining the amount of training needed to improve the quality of teacher-delivered nutrition education. Translation to Health Education Practice: Health Educators can use the findings to inform the development of teacher trainings in nutrition and health.

Health professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand-on, food-based activities may strengthen students' understanding of science concepts. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. Previous studies have shown that students experiencing the FoodMASTER curriculum were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. The purpose of this study was to: (1) assess 4th graders food-related multidisciplinary science knowledge, and (2) compare gains in food-related science knowledge after implementation of an integrated, food-based curriculum. During the 2009-2010 school year, FoodMASTER researchers implemented a hands-on, food-based intermediate curriculum in eighteen 4th grade classrooms in Ohio ("n" = 9) and North Carolina ("n" = 9). Sixteen classrooms in Ohio ("n" = 8) and North Carolina ("n" = 8), following their standard science curricula, served as comparison classrooms. Students completed a researcher-developed science knowledge exam, consisting of 13 multiple-choice questions administered pre-and post-test. Only subjects with pre-and post-test scores were entered into the sample (Intervention n = 343; Control n = 237). No significant differences were observed between groups at pre-test. At post-test, the intervention group scored (9.95 ± 2.00) significantly higher (p = 0.000) than the control group (8.84 ± 2.37) on a 13-point scale. These findings suggest the FoodMASTER intermediate curriculum is more effective than a standard science curriculum in increasing students' multidisciplinary science knowledge related to food.

Background: Children in Appalachia are experiencing high levels of obesity, in large measure because of inferior diets. This study screened the dietary intake of third graders residing in 3 rural Appalachian counties in Ohio and determined whether the Food, Math, and Science Teaching Enhancement Resource Initiative (FoodMASTER) curriculum improved their dietary intake. Methods: Dietary intake was measured for 238 third graders at the beginning of the 2007 to 2008 school year and for 224 third graders at the end of that year. The FoodMASTER curriculum was delivered to 204 students (test group). Intake was measured using the Block Food Frequency Questionnaire 2004. The final analysis included 138 students. Results: The FoodMASTER curriculum did not significantly affect the diets of the students in the test group, as no significant differences in intake of macronutrients, specific nutrients, or food groups were found between the test and control groups. Majorities of students did not meet the Recommended Dietary Allowance or Adequate Intakes for fiber, calcium, iron, vitamin A, and vitamin E. The students as a whole did not meet the MyPyramid recommendations for any food group, and nearly one fifth of their calories came from sweets. Significant differences in percentages of kilocalories from protein and sweets and in servings of fats, oils, and sweets were seen between groups of higher and lower socioeconomic status. Conclusions: Energy-dense foods are replacing healthy foods in the diets of Ohio children living in rural Appalachia. The prevalence of poor dietary intake in Appalachia warrants further nutrition interventions involving programming for nutrition, such as future FoodMASTER curricula. (Contains 3 tables and 2 figures.)

The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. In 2007 to 2008, a foods curriculum developed by professionals in nutrition and education was implemented in 10 3rd-grade classrooms in Appalachian Ohio; teachers in these classrooms implemented 45 hands-on foods activities that covered 10 food topics. Subjects included measurement; food safety; vegetables; fruits; milk and cheese; meat, poultry, and fish; eggs; fats; grains; and meal management. Students in 4 other classrooms served as the control group. Mainstream 3rd-grade students were targeted because of their receptiveness to the subject matter, science standards for upper elementary grades, and testing that the students would undergo in 4th grade. Teachers and students alike reported that the hands-on FoodMASTER curriculum experience was worthwhile and enjoyable. Our initial classroom observation indicated that the majority of students, girls and boys included, were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. (Contains 1 table and 5 figures.)

Think about making something as basic as hard candy. The ingredients are simple--sugar, water, and flavoring--yet the changes that occur are chemically amazing. Drop by drop, small portions of the syrup placed in ice water indicate how saturated the solution is becoming, until a "crack" sound occurs when the candy is at hard-crack stage, its most saturated point! The whole process is straightforward yet enthralling, as all good science for kids should be. This kind of cooking activity can also provide students opportunities to observe, describe, calculate, graph, and explain. Each cooking lab was structured as if it were a scientific exploration. Data-gathering techniques, notetaking, hypothesizing, problem solving, and further extension activities were facilitated with a view to providing students with a complete introduction to food as science and to scientific processes. Young researchers had to hypothesize outcomes, follow structured processes, note observations, conjecture causes and effects, and provide evidence for conclusions.

This article compares the consumer acceptance of standard muffins made with high-fat ingredients and muffins made with applesauce or pawpaw puree as fat substitutes. Findings indicate that the standard muffins had a preferred texture and color, but there were no significant differences in acceptance of the applesauce and pawpaw muffins.

A study involving the establishment of flavor, texture and visual descriptors for pawpaw fruit puree with the objective of selecting the best varieties suitable for the fresh fruit market is presented.

The Food Math and Science Teaching Enhancement Resource (FoodMASTER) initiative is a compilation of programs aimed at enhancing food, math, and science education for individuals of all ages and backgrounds. As a component of the FoodMASTER initiative, a restaurant/cafe tour was developed for early childhood students to experience food, math, and science concepts in a quantity foods setting. Students toured through a quantity foods setting while a tour guide addressed subject matter such as food safety and sanitation, equipment, facility management, and the Food Guide Pyramid. Respectively, this subject matter reinforced knowledge competencies in the areas of microbiology, measurement, scientific method, and nutrition science. The purpose of this poster presentation is to share the cafe tour curriculum, the math and science standards addressed as a result of the tour, and the preparation for the tour. The observed outcomes resulting from this program suggest that students were engaged in the learning process and the food, math, and science education experiences were enhanced. K-12 teachers and nutrition educators can use information from this project to take their students on a field trip through their own school cafeterias or to a restaurant. This example tour can easily be adapted to address math and science standards for various age groups and provide students with fun, active learning to fulfill proficiency standards.

Although it is recognized that athletic performance is enhanced by optimal nutrition, nutrition-related knowledge deficits and dietary inadequacies continue to persist among many college athletes. The purpose of this study of college track athletes was to measure nutrition knowledge, attitude regarding healthy eating and athletic performance, and dietary intake, identifying relationships among these parameters. A self-administered nutrition knowledge and attitudes survey and the youth/adolescent semi-quantitative food frequency questionnaire were used to measure nutrition knowledge and nutrition attitude and to assess diet quality, employing a convenience sample of 113 track athletes from two NCAA Division I schools. Mean knowledge was fair, with highest component scores attained for carbohydrate, vitamins and minerals, and protein. Low scores were found for vitamins E and C. Mean attitude scores were high and similar by sex. Overall mean diet quality was 84 ± 10 (M ± SD) of 110 possible. High mean dietary intake scores were found for vitamins C and A, cholesterol, saturated fat, calcium, and magnesium; low mean dietary intake scores were found for vitamin E, fiber, sodium, and potassium. Weak correlations existed between nutrition knowledge and attitude versus diet quality. In summary, we identified adequate intake and knowledge (carbohydrates), poor intake and knowledge (vitamin E), and adequate intake and lack of knowledge (vitamin C and protein). Future research should explore factors other than knowledge and attitude that may have primary influence on dietary intake among college athletes. [ABSTRACT FROM AUTHOR]

Focuses on the development of "Kitchen Wizards: Food Science for Kids," a series of interactive, standards-based, food-science inquiry lessons that integrated mathematics and science. Creation of the lessons for the purpose of engaging students in food-science activities; Potential of the food-science inquiry lessons to help students develop numerous mathematics and science skills; Information about various food science activities.

If children have opportunities to develop positive attitudes toward learning science, the pipeline to science careers can be maintained and enhanced. This article describes the development and validation of a short form, 24-item, ssessment of Attitudes in Science Constructs for Fourth Grade (AASC-4) for utilization in future research aimed at improving youths' Attitudes Toward Science (ATS). A researcher developed long form, 50-item AASC-4 was administered in an intervention and comparison, pre- and post-implementation science education study (n=1,117). Exploratory factor analysis was conducted to reduce the original 50-item AASC-4 to the current 24-item form. The current AASC-4 included 24 questions, and eight constructs. Reliability measures of the short-form AASC-4 improved reliability for Fear of Failure on Course from 0.200 to 0.694, Value of Science from 0.478 to 0.779, Attitudes of Family (Parents) toward Science from 0.706 to 0.754, and Perception of the Science Teacher from 0.700 to 0.791. Utilization of the validated constructs within the short-form AASC-4 may help researchers and educators identify science education intervention features that have positive impact on youths' ATS.

Background: Teacher self-efficacy can positively impact student dietary behaviors; however, limited curricular resources and professional development can serve as barriers to the provision of nutrition education in the classroom. The purpose of this study was to assess the impact of a food-based, integrative science curriculum on 4th grade teachers' self-efficacy toward teaching nutrition., Methods: Researchers used a quasi-experimental design to implement the FoodMASTER Intermediate (FMI) curriculum in 19 4th-grade classrooms across Ohio and North Carolina. The Nutrition Teaching Self-Efficacy Scale was used to assess baseline and post-test teacher self-efficacy using a 4-point Likert-scale (1=not confident at all; 4=very confident). ANCOVA and Wilcoxon-Signed Rank Test were used for statistical analysis., Results: Teachers in the intervention group displayed significantly higher post-efficacy expectation scores (mean=3.52; sd=0.41) than comparison group teachers (mean=2.86; sd=0.55). Overall, the intervention group showed significant improvement in self-efficacy on 15 of the 18 items., Discussion: The results suggest providing training and integrative resources to teachers can significantly improve self-efficacy toward teaching nutrition. Future research should focus on determining the amount of training needed to improve the quality of teacher-delivered nutrition education., Translation to Health Education Practice: Health educators can use the findings to inform the development of teacher trainings in nutrition and health.