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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: 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.

Background: Students may be receiving less than an average of 4?hours of nutrition instruction per year. Integrating nutrition with other subject areas such as science may increase exposure to nutrition education, while supporting existing academics. Methods: During the 2009-2010 school year, researchers implemented the Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Intermediate (FMI) curriculum in 18 fourth-grade classrooms, whereas 16 classrooms served as comparison. FMI is a hands-on, integrative curriculum for children in grades 3-5 that uses food as a tool to teach mathematics and science. Researchers developed a 28-item multiple-choice questionnaire to assess students' nutrition knowledge in 6 content areas. Students were evaluated at baseline and post-intervention. Data were analyzed using independent t tests. Analysis of covariance was employed to control for differences at baseline when assessing the effectiveness of the FMI curriculum to increase nutrition knowledge. Results: A significant improvement was observed in total nutrition knowledge at post-intervention (adjusting for baseline) between groups (F [1]?=?128.95; p?

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.)

"Measuring Me" is an introductory activity developed to be used while collecting pre-study anthropometric data for the Food Math and Science Teacher Enhancement Resource (FoodMASTER) Initiative. Using "Measuring Me" as an introductory activity for collecting anthropometric measurements in the classroom was feasible and well received by students and teachers. (Contains 1 figure.)

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.