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Genetically modified organisms (GMOs) and their uses are often misunderstood. Consumers are regularly unsure what GMOs are, or if they are safe for consumption and the environment. Contradictory and sometimes inaccurate information is available from numerous sources, and challenges consumers and others to separate the facts from sensationalized stories. Agricultural producers often communicate with consumers, neighbors, and members of the general public; however, they do not have information to share about GMOs. Multimedia resources can provide agricultural producers with science- based information to share with consumers. Agricultural communicators and Extension educators can create science- based multimedia resources to bridge the communication gap.

Aim: This study sought to investigate the relationship between knowledge and the practical application (including grocery lists, meal plans and food-related pedagogical plans) of Norwegian national guidelines for food and meals in kindergartens, together with the quality of food served in adherence to these guidelines. The study also examined the frequency of daily meals provided and the quality of food served. Moreover, it explored whether pedagogical staff's knowledge of these guidelines was linked to their practical application. Method: Data were collected from 324 kindergarten staff members by means of a web-based questionnaire distributed to both public and private kindergartens in Norway between 2018 and 2020. Univariate and multivariate linear regression analyses were employed to explore associations between pedagogical staff knowledge of the content of national guidelines and food quality in line with national guidelines. Results: Of the 324 participating kindergartens, two-thirds were private providers and one-third were public. A total of 155 kindergartens were in eastern Norway, 41 in mid-Norway, 50 in the west, 48 in the south and 26 in northern Norway. The study found that pedagogical staff's knowledge and the use of national guidelines were positively associated with better food quality and adherence to guidelines for food and meals in kindergartens. In addition, the frequency of daily meals provided by kindergartens was associated with food quality. Conclusions: An association was found between pedagogical staff's knowledge and application of national guidelines for food and meals, and the quality of food served in adherence to these guidelines. In addition, a correlation was observed between the frequency of meals provided by a kindergarten and food quality. These findings suggest that stressing the development of a better understanding of the content of national guidelines for food and meals could potentially enhance food and meal practices in kindergartens, but further research to explore this possibility is warranted.

Extension professionals often communicate program outcomes to external stakeholders using impact statements. We developed and evaluated four impact statements for the Expanded Food and Nutrition Education Program (EFNEP). We drafted the statements after conducting literature reviews for core content areas of EFNEP that include diet quality, food resource management, physical activity, and food safety. Subsequently, we evaluated the statements by facilitating expert panels made up of subject matter experts and communication professionals(n=14) from 12 Land-grant Universities. These impact statements aim to support EFNEP and other Extension professionals when communicating program value with key external stakeholders.

As educators, we often seek to engage students' prior knowledge to help them learn new and potentially difficult science content. However, sometimes our experiences with the world lead us to create misconceptions that run counter to the scientific consensus. Refutational texts have been shown to be more effective at changing individuals' misconceptions compared to traditional (i.e., expository) texts. Sometimes, conceptual change materials might include irrelevant but interesting pictures geared toward increasing engagement or positive affect while learning. These are referred to as seductive pictures, and although they are intended to promote the situational interest of readers, they may hinder learning since they might cause cognitive overload. The current study sought to investigate the effects of text structure and seductive pictures on individuals' knowledge of genetically modified foods, situational interest, and cognitive loads. We found significant learning advantages for the refutational text groups and significant disadvantages for the seductive pictures groups. Additionally, the individuals who were exposed to seductive pictures demonstrated higher levels of extraneous cognitive load than those who were not. Implications and limitations of the present study are discussed.

To comparatively analyze nutrient intake and dietary adequacy on weekdays (WKDs) and weekends (WKNs) among undergraduate students. Participants: University students (N = 210), 18-30 years old. Methods: A two-day food record was used. Intake of energy, macronutrients, micronutrients and fiber were calculated, without and with an adjustment for 2000 kcal of energy and compared to the corresponding nutritional requirements. Results: Energy and macronutrients' intake was higher on WKNs (1,776.84 ± 40.68 vs. 2,025.76 ± 52.46 kcal; p < 0.05). There was a high predominance of hypocaloric diet on both WKDs (72%) and WKNs (57%). A low prevalence (<50%) of favorable intake level of most micronutrients and fiber was found on WKDs, WKNs, or both. There was a lower favorable intake of vitamins A, C, iron, and magnesium on WKNs, after adjusting for 2000 kcal. Conclusion: Undergraduate students showed an unfavorable nutrient intake and poor dietary quality on WKNs. Interventions that promote healthy eating are needed.

Students in higher engineering education should develop competencies to be prepared for their future professional careers. However, in the field of food technology it is not clear what set of competencies is most relevant. This paper created a comprehensive list of competencies for food technologists by combining both domain-specific and general literature (n = 4), and policy documents (n = 6). This list was used to establish the relative importance of its elements and map opportunities for optimal curricular improvement at Wageningen University. Data were collected via a survey and interviews with graduates and professionals. A comparison of the perceived importance of competencies versus the perceived opportunities for learning showed that "analytical thinking, critical thinking, problem solving" and "decision making" needed more attention in the study curriculum. The comprehensiveness of the list was assessed by pilot testing with respondents. The list and method show potential for other disciplines to identify and select important competencies.

Objective: The objective of the study was to evaluate how well college students meet U.S. dietary guidelines by examining the mean intakes of nutrients to limit (sodium, sugar, refined grains, and saturated fat), and what factors lead to exceeding the dietary recommendations. Participants: Participants were first-year undergraduate students (N = 269). Methods: Diet was assessed using a DHQ-III and estimated with food source composition tables. Multivariable logistic regression analysis was used to model variables associated with exceeding the recommendations. One-sample t-tests were performed to compare the cohort with national intakes. Results: One-third met added sugar guidelines; only 4% met daily refined grains requirements, Fewer than half met saturated fat guidelines, and slightly over half met recommended sodium guidelines. Level of physical activity, race/ethnicity, and living on campus were the important predictors for exceeding recommended intakes. Conclusions: Most students do not adhere to the U.S. dietary guidelines for nutrients to limit.

This study identified the influence of parents' perceived risks and benefits on children's avoidance of street food near schools in Indonesia. It also assessed how food risk knowledge and trust in food sellers influence risk - benefit perceptions and the moderating effect of school type. An online survey was conducted with 576 parents of elementary schoolchildren in Jakarta and West Java, and structural equation modeling was performed to test the hypotheses. The results showed that parents' avoidance of street food near schools was significantly influenced by parents' health and sanitation risk perception and nutritional benefit perception. Parents' perceived health and sanitation risk and food risk in street food near schools increased as they gained more food risk knowledge. However, trust in food sellers decreased their perception of risks. Multiple group analysis revealed a moderating effect of school type. Some of the influences were observed only in the parents from public school. The findings suggest that government regulations, school-based nutrition education, and parental support are needed to ensure safe and nutritious street food near schools; thus, schoolchildren can access safe, healthy, and nutritious foods.

A chemical engineering degree offers the possibility of a variety of career paths including food and beverage industry. However, chemical engineering students are rarely exposed to food processing examples during their education. Therefore, a new elective food processing course was developed and offered for the first time in the department of Chemical Engineering at UC Davis in Spring 2022. With the objective to increase diversity, equity, and inclusion in the course, students' learning on food preservation strategies was assessed with an assignment designed not only to align with some of the ABET outcomes and compliance with FDA regulations, but also to increase students' awareness of Native American culture and food and how to propose engineering solutions considering cultural appropriation.

The study aimed to examine the effectiveness of two intervention programs in improving dietary habits in two groups of preschool and fifth-grade students. The programs were tailored to the target age group. The composition of each of the children's breakfasts that were brought from home was recorded both before and after the intervention program. Every food item received a score according to its nutritional quality, and each meal was summed accordingly. T-tests were performed in order to determine the significance of differences between the nutritional quality of the children's breakfast items before and after the intervention. It was found that the nutritional quality of all breakfast components and its overall health quality improved significantly in both age groups. The study's results indicate that the intervention program is effective for a range of young ages. It is recommended to conduct such programs starting in preschools, and subsequently in schools.

This study aims to investigate how the use of an "among"-based mentoring model can improve competencies in vocational education at an agricultural vocational school in Yogyakarta and the social impact that this has. Qualitative research methods were applied in this study, with data being collected through questionnaires, field observations, and a literature study. The results indicate that using an among-based mentoring model for agricultural education at the Yogyakarta Agricultural Vocational School falls into the "good" or "acceptable" category. The social impact of the extension helped improve the intimate relationships between students and the instructor. Students gained the ability and courage to convey various topics, and open communication encouraged stronger social behavior. When stronger social relationships are built, the extension workers could identify the expectations of farmers and provide education about developing rice seeds and improving the quality of organic rice production. The novelty of this research lies in the use of the among-based mentoring model, which was developed based on the local philosophical wisdom of the people of Yogyakarta Province. The hope is that this will help solve the problems in delivering agricultural extension in Indonesia. The expected implication is that government and educational institutions will work together to encourage the development of organic farming systems and agricultural startup businesses and consequently improve the welfare of the broader community.

Objective: According to the World Health Organisation's estimates, food contamination is linked to 23 million cases of illness and 5,000 deaths per year in Europe. While changes in food production and distribution play an important role in managing contamination risk, foodborne illnesses can originate in food-handling practices at home. This study aimed to assess how a food safety education initiative in which students learned about food safety risks and minimising risk behaviour improved students' knowledge about food safety. Setting: Three public schools, two in Hungary and one in Portugal. Methods: A study of 105 Hungarian and Portuguese students between 11 and 18 years of age were invited to prepare Personal Meaning Maps before and after the delivery of a food safety lesson delivered by a school science teacher. Knowledge and risk perceptions of food safety, before and after the delivery of the lesson, were assessed both quantitatively and qualitatively. Results: Food safety topics that were scored highest were those that already had strong scores in the diagnostic phase, such as those related to personal hygiene and use-by dates. However, the largest increases in mastery scores were in less-known-about topics such as cold chain and cross-contamination risks. Idea associations take place often by linking specific contents to already-known-about concepts. Conclusion: Findings show that students more readily engaged with practical concepts directly linked to their experience of food handling at home than to more abstract concepts of food safety and contamination.

Outreach activities give high school students an opportunity to better understand the techniques and strategies used by researchers. Here is an experience with high school students designed to familiarize them with genetic methodologies. Students have been challenged to discover whether restaurant beef burgers are made with female or male beef. This represents a didactic way to introduce students to genetic traceability methodologies and also to demonstrate the usefulness of these methodologies in relation to food safety and, more importantly, in sustaining consumer confidence. The exercise is planned to be conducted in a one-day laboratory session.

Purpose: The sustainability of the global food system hinges on its environmental resiliency and safety, including the health and well-being of its labor force. Single disciplinary courses in liberal arts or science often fail to highlight the overlap between environmental and social vulnerabilities that lead to food insecurity and diminish the sustainability of food systems. This paper aims to present the design and delivery of a successfully co-taught, interdisciplinary module on agricultural labor and sustainable food systems as a case study. Design/methodology/approach: The authors designed a co-taught module in which they joined each other's respective history and science class sessions at the undergraduate business college where they teach. Innovating the cross-disciplinary content of food security, immigration status, labor exploitation and pesticide exposure, they approached sustainability from the disciplinary perspectives of labor history and environmental science to show how these elements had both unique and overlapping impacts across food systems levels. Comparisons between pre- and post-module survey responses, alongside assessments of a co-authored exam question, measured the effectiveness of this module is changing students' perspectives as food consumers and as citizens. Findings This module altered students' understanding and perspectives around issues of food systems sustainability. Assessments indicated that students increased their awareness of agricultural workers at the front end of the food system, during production; students also gained awareness beyond consumption as they came to see the connections between workforce invisibility and ecosystem degradation. Originality/value: These insights are valuable to educators at all institutional levels who seek to collaborate on sustainability initiatives and teaching, both in the singular, robust modules and in building modules that will lead to the development of entire courses focused on sustainability. The module described here builds on previous demonstrations of the value, significance and effectiveness of cross-disciplinary collaborations; it pioneers the use of the food system as the link between social and environmental sustainability education.

Many students currently in preservice agricultural education teacher education programs do not have traditional agricultural backgrounds. Many of those students are experiencing skills they will be required to teach or utilize upon employment for the first and sometimes only time in introductory course work within their teacher education programs. This study utilized an expert panel from within the Southern Region of the American Association of Agricultural Education (AAAE) composed of teacher educators, teachers that have taught for more than five years (veteran teachers), and teachers with less than three years' experience (new teachers) in a modified Delphi technique to develop a consensus list of technical agricultural skills that preservice agricultural teachers should possess prior to their first teaching job. Beginning agricultural education teacher skills were declared across seven categories. The agricultural mechanics category had the most (31 skills), followed by horticulture (24 skills), and animal science (14 skills). The remaining skills fell in the categories of business/program management (8 skills), natural resources/soils (5 skills), food safety/food science (5 skills), and safety (4 skills). An emergent finding showed differences in opinions between new teachers, veteran teachers, and teacher educators in how many skills new teachers should possess.

Enterprising students who understand the work environment are considered more employable. It is accepted that higher-education has a responsibility to produce career-ready-graduates. Practicum experience provides a critical role in this preparation. This study describes the development and implementation of the WIL instrument and WIL experience to assess the perceived skill development of students (n=19). This research utilized three data capture points: (1) employability skills cluster matrix-self-assessment tool (ESCM-SAT); (2) industry feedback from supervisors to develop a deeper understanding of the value of WIL; (3) students used the Gibbs reflective cycle (Gibbs 1988). There were improvements in all skills clusters, main gains were in career management (p<0.01). Supervisor feedback gave direction for improvement for; communication, preparation and organization skills. Student reflection suggests career management skills were strengthened, confidence increased, as did their value of academics. The ESCM-SAT, industry feedback and student reflection were deemed a suitable combination to measure the WIL experiences from a student perspective.

Background: Texture-modified foods (TMF) is a common intervention for improving swallowing safety and efficiency for people with dysphagia. Non-standardized texture classification (NSTC) of foods is used worldwide. However, as this study documents, it can introduce a lack of clarity and confusion over definitions that can potentially harm patients' safety. The International Dysphagia Diet Standardisation Initiative (IDDSI) framework offers international terminology and standardized methods for texture testing that can address this issue. Aims: To document differences between NSTC and standardized texture classification (STC) of the IDDSI, to document changes in the STC in the 30 min following meal delivery, and to explore the relationship between food intake and texture level. Methods & Procedures: In this observational study, data were collected from 24 long-term care departments during five meals served to 624 residents, including at least one breakfast, lunch and dinner. To document differences between NSTC and STC, all NSTC food textures used in the LTC facilities were reclassified to match the IDDSI texture level at the time food left the kitchen (n = 1276). To document time-related changes in texture, the STC texture as food left the kitchen was compared with texture 30 min later (n = 1276). Finally, to explore the relationship between texture and consumption, estimates were made of single-item food consumption (n = 3820) using a subjective evaluation of consumption percentage. Outcomes & Results: A total of 1276 food items were classified over the course of five meal services (with at least one each from breakfast, lunch and dinner). Statistically significant differences in NSTC and STC texture levels were found that revealed that residents were consuming food that was more difficult to eat than intended by the TMF prescription. In addition, significant changes in food texture were found over time, with texture levels significantly increasing 30 min after food left the kitchen. Finally, greater consumption was found for softer textures in comparison with regular foods; moreover, food consumption was greatest during breakfast and lowest during lunch. Conclusions & Implications: Residents requiring TMF received harder textures than intended which required complex swallowing ability, thus introducing a choking risk. Using the STC as proposed by the IDDSI could improve patient safety, oral intake and nutritional status. Time-related changes should also be considered in circumstances where patients do not consume food soon after service. Lastly, reduced food consumption during lunch might negatively impact overall nutrient intake, particularly in cultures where lunch is the main meal of the day.

Methods: A web-based survey platform was used to disseminate an online survey to CNP managers via email. A previously validated survey was used consisting of Likert-type scales, multiple choice, and an open-ended question. Descriptive statistics were used for each question, obtaining response numbers and percentages. Analysis of variance identified correlations between CNP managers' attributes and responses for satisfaction, importance, and helpfulness of MRS features. All data were analyzed using the statistical package SPSS (version 25). Results: CNP managers (n=148) responded to the survey with 74.3% (n=110) reporting using both online and printed formats of the MRS and 70.3% (n=104) using the nutrient analysis software that contains MRS recipes. CNP managers (n=108) reported using MRS features on a daily basis for training. The two features rated highest for level of satisfaction were "Organization of Food Categories" (n=89, 86.7%) and "Number of Meal Components in Recipes" (n=86, 86.6%). CNP managers reported low satisfaction for "Pictures of Recipe Preparation Steps" (n=68, 72.9%) and "Pictures of Recipe Finished Product" (n=65, 72.5%). When choosing a MRS recipe, "Food Safety-Critical Control Points (CCPs)" (n=141, 95.3%), "Food Safety-Recipe Hazard Analysis and Critical Control Point (HACCP) Process" (n=140, 94.6%), and "Easy-To-Follow Recipe Directions" (n=140, 94.6%) were the features rated most important. The features of the 'Cooks' Tools' section, which contains conversions charts, diagrams, abbreviations, and common measures, were reported as very helpful by the CNP managers. Application To Child Nutrition Professionals: The MRS guide is a meal planning database available for CNPs in Mississippi to assist in meeting federal school meal regulations. CNP managers reported using both printed and online versions of the MRS for employee training and were satisfied with the features used to assist with reimbursable meal compliance. The MRS can be customized to meet any CNP's needs, can be easily updated as meal regulations change, and can be a valuable resource nationwide.

For food research, control, and production, valid and trustworthy analytical data are important. Our practical chemical food safety course for engineers therefore uses real-life studies for the ease of understanding the concept and the needed requirements for high analytical quality in relation to enabling correct evaluation of chemical food safety. Concepts of chromatography and mass spectrometry were applied and left open for inquiry-based learning and students' search for information for their actual case study during this 3 week practical course. Three case studies, with three different analytical chemistry challenges, were addressed, namely, iodine, ethyl carbamate, and N-nitrosamine determination by ICP-MS, GC-MS, and LC-MS/MS, respectively. Each group of students successfully concluded one case study by integration of method validation and other appropriate analytical quality concepts with practical conduction of the analysis. The assignment included obtaining their own results, and evaluation of the results in the context of a food safety assessment. Successful vocabulary attainment and learning of quality assurance, analytical concepts, and data evaluation were communicated in report writing as well as oral presentations in front of the other students (in groups) and at the final examination (individually).

Fifty-five Essential Learning Outcomes (ELOs) comprise the required content for food science degrees approved by the Institute of Food Technologists (IFT), yet the importance of each outcome for graduate industry readiness is expected to vary. To analyze this variance, we assessed the industry relevance of IFT's recently revised (2018) ELOs and compared them to The University of British Columbia's food science graduate proficiency levels. Additionally, we investigated key learning experiences and future directions of the industry to further strengthen food science programs. Significant, positive correlations were found between industry ELO importance ratings and alumni (r = 0.229, p = 0.002) and new graduate (r = 0.476, p < 0.001) self-reported proficiency levels. ELOs in food safety, critical thinking, and professionalism were rated by industry as most important for graduates. Beyond IFT requirements, labs, case studies, and industry exposure through site visits, Co-op, and guest speakers were rated the most effective course learning activities. Industry respondents advised food science programs ensure a strong background in hands-on product development, application of government regulations, and project management. As the IFT considers further ELO refinements, our study suggests that inclusion of business, sustainability, and food science-specific computational skills could enhance graduate professional preparedness and impact. We hope this study will inform appropriate ELO weighting within food science curricula so that collectively we can best prepare graduates to address food science challenges of the future.

A situated learning exercise was employed to teach food safety content in agribusiness management classes at Renmin University in China. Pedagogical objectives included proficiency at identification and assessment of food safety risk factors, source causation factors, and risk mitigation strategies. Identified themes emerging from student ex-post questionnaire responses suggest these objectives were successfully met as students reflected on the process of observing and participating in street food markets and their instinctive reaction to stimuli encountered (affective interpretation), resulting changes in their attitudes and perceptions (cognitive response), and changes in behaviors. Additional learning objectives were defined as an outcome of the learning exercise including identifying and assessing the impact of stimuli and the resulting emotions on attitudes and perceptions; attributing source of food safety concerns to various actors and processes in street food markets; and identifying potential solutions to the environments and practices that generate food safety concerns.

Through a collaboration between a professor in academia and an industry professional, entry-level food science students were given the opportunity to critically evaluate the safety of energy drinks. This evaluation occurred through a General Education (Category A3) course designated "Critical Thinking" at California State University -- Long Beach (CSULB), where students were introduced to a variety of controversial issues in food science. The goal of the course was for students to apply critical thinking skills to formulate conclusions that are factual, rather than judgmental and biased. Using Kolb's experiential learning framework, students completed exercises in an active-learning classroom (ALC) environment, which encouraged exploration, reflection, and application. For the exploration phase, students were presented with six commercially available caffeinated beverages and were asked to categorize them as "energy drink" or "not energy drink." For the reflection phase, students were presented with news articles, as well as peer-reviewed scientific research articles. Students were tasked with reflecting on how the information in the research articles confirmed or disproved the information in the news articles. Finally, for the application phase, students were asked whether they believed energy drinks should be banned and why or why not. In conclusion, through Kolb's exploration-reflection-application framework and through the ALC environment, students learned how to use critical thinking to identify fallacies in news coverage of controversial products, such as energy drinks.

Entrepreneurship brings several benefits, such as fostering innovation and productivity, competitiveness, and socioeconomic development. The search for professionals with different skills to overcome the current and foreseen challenges is relevant in the agri-food sector. Problem-based learning (PBL) is described as an instructional approach, which promotes interdisciplinarity and critical thinking, with the potential to meet current challenges. This article describes how PBL, aligned with an innovation program and contest, has been integrated into a master's degree in food engineering to promote academic entrepreneurship. The alignment of the PBL with the program and contest allowed the development of innovative products with a view to solving problems faced by the agri-food sector. The PBL strategy allowed students to mobilize knowledge from several curricular units of food studies for the development of different deliverables to participate in the innovation program and contest. This participation allowed students, supported by business mentors, to demonstrate their products to stakeholders. This way, it was possible to promote innovation in the agri-food sector, stimulating the entrepreneurial spirit among higher education students, and understand its potential for replication and mobilization of skills acquired in different food study courses.

Urban food systems have changed considerably over the past half century. Older adults' descriptions of place-based, personal food system history can help inform student learning and may contribute to expert understanding of food system change. Structural and social shifts in food purchasing and consumption contribute to diet-related disease and loss of historical food cultures in cities. Modern efforts to improve food systems are rarely informed by history, despite the potential benefits. Students performed oral history interviews with Baltimore older adults. Transcripts were analyzed using an inductive grounded theory approach. Interviewees described a shift from food they perceived as natural and healthy to food seen as lacking freshness, with additives and poor flavor. Many mistrusted the food industry including retailers. Some emphasized benefits of modern changes such as reduced preparation time. Despite low incomes, interviewee concerns went well beyond food prices. We describe and reflect on insights from the oral histories, while presenting a case study of the use of oral history in graduate education. To our knowledge, this is the first paper describing oral history with older adults focused on the food system.

Mobile games can contribute to learning at greater success. In this paper, the authors have developed and evaluated a novel educational game, named FoodCalorie, to learn food calorie intake standard. The game is aimed to learn calorie values of various traditional foods of Bangladesh and the calorie intake standard that varies with age and gender. They are the first in this field to perform an empirical study on women in Bangladesh to see how game-based learning can contribute to learn food calories. They further analyze and report the impact of participants' age, professions, and smartphone proficiency levels on their learning experience and progression. The study also conforms the finding of existing studies that game-based learning can enhance the learning experience.

Purpose: Food insecurity and poor access to healthy food is known to compromise tertiary studies in university students, and food choices are linked to student perceptions of the campus food environment. The purpose of this study is to describe the prevalence, demographic and education characteristics associated with food insecurity in a sample of Australian university students and their satisfaction with on-campus food choices. Design/methodology/approach: An online, cross-sectional survey conducted as part of the bi-annual sustainability themed survey was conducted at the University of Tasmania in March 2020. A single-item measure was used to assess food insecurity in addition to six demographic and education characteristics and four questions about the availability of food, affordable food, sustainable food and local food on campus. Findings: Survey data (n = 1,858) were analysed using bivariate analyses and multivariate binary logistic regression. A total of 38% of respondents (70% female; 80% domestic student; 42% aged 18-24 years) were food insecure. Overall, 41% of students were satisfied with the food available on campus. Nearly, half (47%) of food insecure students were dissatisfied or very dissatisfied with the availability of affordable food on campus. A minority of students were satisfied with the availability of sustainable food (37%) and local food (33%) on campus. Originality/value: These findings demonstrate a high prevalence of food insecurity and deficits in the university food environment, which can inform the development of strategies to improve the food available on campus, including affordable, sustainable and local options.

Digital games can provide fun, motivating, and challenging experiences for students in the classroom. Recent research on educational games has shown that game play can positively influence academic achievement, engagement, and 21st century skills (Abdul Jabbar & Felicia, 2015; Qian & Clark, 2016). When playing games, students solve problems, collaborate with peers, and practice new skills--all within a digital environment. There are multiple games that simulate preparing and serving food. Generally, players are tasked to prepare food based on the requests of customers. Ingredients are processed on different tables or appliances, and final dishes are delivered to customers. Players who fail to complete recipes correctly or take too long during preparation may negatively influence customers' expectations. Although games vary in quality and applicability to the classroom, many address components of the Food Service and Production standard to "integrate knowledge, skills, and practices required for careers in food production and services" (National Association of State Administrators of Family and Consumer Sciences [NASAFACS], 2018, p.1).

Background: Few studies examine why rural public schools have weaker policies and practices related to school nutrition environments compared to their urban counterparts. It is important to understand this disparity because federal school meal standards aim for children to access health-promoting nutrition environments. In this study, we identify challenges and opportunities for the implementation of school meal standards in rural high schools. Methods: We interviewed 38 rural school professionals from 22 high schools across 7 states. School professionals included food service directors, principals, school nurses, and teachers. Team coding in Atlas.ti Qualitative Data Analysis software v8 and principles of comparative analysis were employed to generate themes related to challenges and opportunities. Results: Overall, school professionals described improvements with implementation experiences and student acceptance over time. Key challenges included the negative influences of home and community food environments and limited staff size and capacity. Key opportunities involved joining co-ops to enhance purchasing power, leveraging state technical assistance, and forming external partnerships. Conclusions: This study offers insights from a broad range of rural school professionals' implementation experiences. The findings can inform governments and technical assistance agencies working with rural schools and school districts to facilitate implementation and sustainability of initiatives.

Understanding and enacting standardized food safety practices in a global economy is important. In 2018, a comprehensive food safety training program, including courses in sanitation, food microbiology and mycology, thermal processing, Hazard Analysis and Critical Control Points, cereal quality, and food defense, was delivered to food industry professionals, students, and faculty members in Kyiv, Ukraine. The curriculum included lectures, hands-on laboratories, as well as case studies and product development activities. Prior to the delivery of the curriculum, demographic data were collected (n = 33). Participants' food safety knowledge, attitude, behavior, and skills were assessed prior to the program starting and after program completion (immediately and 6 months later). Food safety knowledge of participants immediately after the program and 6 months later was significantly higher (p < 0.05) than before the program started. Immediately after the delivery of the curriculum and 6 months later, the participants' food safety attitude and behavior were positively enhanced, with long-term, sustained changes in proper food safety practices, training requirements, and regulations. Additionally, handwashing skills were improved significantly because of the training program. Use of case studies and product development activities demonstrated positive impacts on participants' food safety learning experience in terms of awareness of their knowledge, communication skills, and the ability to connect scientific concepts and real-life examples. To our knowledge, little information exists on the use of these training tools with international audiences. This information may be useful to food industry professionals, researchers, and academics who are interested in finding ways to improve the global safety of the food supply through training and education.

The purpose of this article is to discuss the implementation of case-based teaching and use of response technologies to graduate students in a food science course. The article focuses on teaching sensory science and sensometrics, presents several concrete examples used during the course, and discusses in each case some of the observed outcomes. Students' evaluations, peer feedback, and self-observations throughout the course collectively indicated that the particular initiatives were effective in engaging student participation and promoting a more active way of learning. Case-based teaching provided students with the opportunity to apply their knowledge and their analytical skills to complex, real-life scenarios relevant to the subject matter. The use of audience response systems further facilitated class discussion and was extremely well received by the students; this resulted in a more enjoyable classroom experience.

The IPN Oaxaca CIIDIR has a mission to train human resources to postgraduate level that contribute to sustainable regional development in the South-East of Mexico. This is a vulnerable region that boasts an important source of natural resources and a great social, economic and technological backwardness that is directly related to the educational aspect. A master's degree has been designed with three lines of work, taking into account the strengths of the CIIDIR-Oaxaca: Design and sustainable technologies to the building, Security and food safety, and water resources. The aim is to encourage the transfer of knowledge and technology, with methodologies that allow promoting the work of collaborative multi and interdisciplinary and linking with the professional sector. The curriculum design responds to the educational model of the IPN, this model is characterized as facilitator of professional skills and too responds to the model of social integration. The curriculum of the master degree in "Project management for the solidary development" was designed with vocational guidance in response to the shortcomings detected in the region about social and environmental problems, through relevant diagnosis and analysis. This program is included in the PNPC-CONACYTi. The starting point of this methodology is the social order and the context deals with the social, economic and environmental aspects. The training of graduate students has the focus of solidarity economy and sustainability as an alternative view and feature in the proposal of projects to manage.

Fathers of preschoolers (N 47) responded to six open-ended questions regarding snacks via Qualtrics to understand how fathers perceive snacks. Most fathers were White (85%), well educated (72% had bachelor's degree or higher), and married (98%). Content analysis was applied to survey responses, and themes were identified. Three overarching themes with subthemes were discovered, including (a) snack characteristics, (b) snack decisions, and (c) snack rituals. If health professionals wish to develop messages about children's snacking behaviors, it is essential to understand how snacks are defined by parents, including fathers, when snacking occurs, and how snacking decisions are made.

The correct labeling of seafood is important to protect nature and the rights of consumers. Given the certainty that the resources of the sea are not inexhaustible, only strict regulations and the implementation of sustainable fishing systems and reliable and traceable marketing systems can help ensure the long-term sustainability of fishery resources. Detecting mislabeling and seafood fraud is a useful resource for improving students' motivation and developing active learning methodologies in higher education. In the present study, we have proposed to the students a lab exercise consisting of exploring 25 different commercial cephalopod products from three major European supermarkets by using DNA barcoding and analyzing the results under the framework of EU and Spanish regulations. The problem is connected with the last theme (traceability) of the Conservation Genetics and Breeding course with the aim of providing students with a practical research lab experience about a real problem before going deeper into more theoretical contents. In this way, they can use the knowledge and the skills they acquired previously to better comprehend and think critically about the problem. Findings from students' answers to a survey revealed that the use of this approach generates useful information for communities, increases curiosity and feelings of benefit, and leads to high levels of satisfaction with lab practices compared with those in other courses. In conclusion, lab exercises focused on seafood control, in addition to being viable, can be used as a tool in classes to improve students' commitment to higher education.

Purpose/Objectives: The purpose of this study was two-fold: (1) determine commonly used procedures for milk served in locations other than the cafeteria during breakfast service; and (2) examine the effectiveness of these practices in maintaining recommended milk temperatures. Methods: A national sample of 110 school nutrition directions selected using a hybrid sampling strategy (convenience and random) were invited to participate in a survey about milk service procedures. Researchers evaluated the reported service practices for locations other than the cafeteria to determine effectiveness at maintaining fluid milk temperatures below 41°F. Using an incomplete factorial design, researchers packed 30 individual units of milk to examine temperatures with the following variables: milk packaging type (carton, bottle, pouch), transportation container (milk crate, sheet pan, steam table pan, soft-side cooler, hard-side cooler), and cooling method (no ice, loose ice, or ice-sheets). Each combination was exposed to both elevated (89°F) and room (74°F) ambient temperatures for four hours respectively, during which milk temperatures were measured at five-minute intervals. Results: Thirty-two usable surveys were collected in which all districts served breakfast using alternative service models. Common transportation containers identified included insulated coolers (n=25) and non-insulated containers (n=12). The majority of respondents (n=17) reported using a cooling method when transporting milk, with ice sheets/packs (n=15) being the most commonly used. Many reported restocking unserved milk for later use (n=18), with about two-thirds checking the temperature of restocked milk (n=12). Temperature simulations revealed milk temperature varied by transportation container, cooling method, and ambient temperature (p<0.05), but not by milk packaging. The most effective holding methods for maintaining milk temperature were using either hard- and/or soft-side coolers with ice or ice sheets. Application to Child Nutrition Professionals: Effectively packing milk for alternative breakfast models is important to ensure quality and safety. Best practices to maintain low temperatures while serving milk in locations other than the cafeteria include packing milk in hard- or soft-side coolers with ice or ice sheets, and monitoring temperature of unserved milk when it is restocked for future service.

Purpose/Objectives: The purpose of this study was to identify key drivers of students' breakfast habits, including eating breakfast at home or at school, to inform strategies that school nutrition professionals might use to increase participation in School Breakfast Programs (SBPs). Methods: A convenience sample of students in grades 1-12 from two public school districts in Connecticut participated in focus groups. Each of the 13 focus groups included students from two or three grade levels and was facilitated by a lead moderator and note-taker. Recorded discussions were transcribed with students' comments coded to identify common themes. Within each theme, the grade levels of participants were identified to determine whether the theme represented comments by elementary school (grades 1-6), middle school (grades 7-8), and/or high school (grades 9-12) participants. Results: A total of 105 students (57% female, 43% male) participated. Across all grade levels, hunger, or a desire to avoid its adverse effects (e.g., grumpiness, headache), was identified as a consistently mentioned reason for eating breakfast. Other reasons included parental influence (elementary students), desire to improve energy (elementary students), and desire to improve school performance (elementary and middle school students). Breakfast skipping was often reported by middle and high school students, who cited inadequate time and lack of hunger as reasons. Across all grade levels, reasons for not participating in the SBP included distaste for, distrust of, and/or cost of school foods. Inconvenience of eating at school and perception of school foods as unhealthy or "junk" were cited by elementary and middle school students. Suggestions to improve school breakfast included more choices (all grades), improved freshness or quality of foods (all grades), and healthier options (elementary and middle school students). Application to Child Nutrition Professionals: Emphasizing food quality and increasing convenience of school breakfast may help to increase SBP participation.

Drawing on ethnographic research with organisations redistributing wasted food, this paper explores potentials for political and ethical learning by comparing different approaches to food handling and teaching. Food acts as instigator and tool for learning about ecological impacts, wellbeing, provenance, health and pleasure. Re-learning wasted food challenges accusations of its stigmatising potential while attempting to address serious material issues of food insecurity and food access. Taking seriously the charge that 'community-level' approaches might depoliticise and individualise food distribution at the expense of structural critique and action, these pragmatic and polysemic enrolments of food waste can nevertheless embody a teleology of change, through changing practices of food handling and fostering critical understandings of food system issues. While acknowledging the spatial, temporal and technological mediators of food's journey from bin towards mouth, attention is paid to the sensorial, embodied and affective means by which the food/waste distinction is known and taught/learned. A political ecology of the body framework is used to explore the 'visceral realm' of food access as always part-situated in learners' diverse foodscapes. These visceral pedagogies of knowing food sit alongside the power dynamics of regulatory food governance in the form of, for example, expiry date labels. In short, these practices, albeit rooted in environmentally damaging and unequally distributed foodscapes requiring systemic transformation, can nevertheless foster more vibrant sympathies between people and food, more careful connections between learners and their food futures.

This article describes visual-based minimal-text food safety tools developed in Mandarin Chinese to educate Chinese-speaking food service workers about safe food handling practices. Ten posters and one PowerPoint presentation were developed, and their efficacy in conveying critical food safety messages was tested with Chinese-speaking food service workers in Iowa. Extension educators can use these tools for formal and informal food safety education, thereby contributing to protecting public health.

Objectives: In 2011, the National Afterschool Association adopted the Healthy Eating and Physical Activity (HEPA) standards to address snack quality and physical activity in afterschool programs. Although research has indicated promise in the adoption of these policies by national organizations, less is known about local adoption, implementation, and effectiveness. In this study, we aimed to compare the quality of snacks served at program sites pre- and post-adoption and to determine the quality of non-program snacks compared to program snacks. Methods: An interrupted time series design was used to measure snack quality and consumption at 3 policy adopting sites and 2 non-policy adopting sites that served as a comparison control. Trained research staff collected snack type, brand, and amount consumed using a modified quarter-waste method. Analysis on nutrient content of snacks was completed using Nutrition Data System for Research software. Results: Adoption of the HEPA standards among policy adopting sites did not result in significantly better snack quality. Across all sites, program snacks were healthier than non-program snacks. Conclusion: Pursuing additional components of the HEPA standards related to implementation may be necessary to significantly improve snack quality. Environmental supports such as limiting the amount of non-program snacks available onsite may improve snack quality.

Lauded as a rewarding pedagogical approach, community-engagement can be time-consuming, resource-intensive, and difficult for instructors to manage for effective student learning outcomes. Collaborative teaching can allow instructors working in the same classroom to draw from each others' expertise and share resources. In this essay, we propose a fruitful approach that brings the benefits of collaborative teaching to community-engagement. Two instructors collaborated to facilitate a community-engaged food justice blog, demonstrating the benefits of combining these modalities. In this essay, we review relevant literature on collaborative teaching and community-engagement, presenting cross-collaborative community engagement as an innovative model for collaboration between instructors in separate courses, allowing instructors to maintain autonomy while working together toward engaged learning.

Students bring with them their own misconceptions to the science classes and it becomes a barrier in developing new concepts. Therefore, identifying misconceptions is an essential component in teaching science. The objective of this study was to identify 10th grade students' misconceptions on plant transport with the use of two-tier diagnostic test. The development procedure of the two-tier diagnostic test had three steps; (i) defining the content boundaries of the test (ii) collecting information on student misconceptions and (iii) instrument development. Student alternative conceptions were collected after interviewing 25 students and multiple choice questions with free responses being administered to the students. With the use of the date obtained, sixteen (08) two-tier multiple test items were constructed. The first tier examined the content knowledge and the second tier the reasons for the content. The conceptual knowledge examined in the test items were water absorption, mineral salt absorption, transportation of water, transpiration, organic food transportation. The diagnostic test was administered to 180, 10th grade students. It was revealed that students possessed 18 misconceptions. The highest number of misconceptions was recorded in the areas of organic food transportation and the transpiration. The most common misconception was found in the area of organic food transportation.