The purpose of this column is to highlight innovative publications and websites in food science education and allied topics. If you know of a website or a recent publication that you believe other readers would like to know about, please submit the full text of the article or the URL for the website and an annotation of not more than 125 words. We welcome your resources and comments on this column. Material should be submitted to: Jim Bird, Science & Engineering Center, Fogler Library, Univ. of Maine, Orono, ME 04469–5729, or e-mail to Jim.Bird@umit.maine.edu. If e-mailing, please put “JFSE submission” in the subject line.
Linnell J, Briggs M, and Zidenberg-Cherr S. 2013. Calcium Counts curriculum improves fifth-graders’ knowledge about calcium-rich food. J Nutr Ed Behav 45(2):191–3. DOI 10.1016/j.jneb.2012.08.006
Using community-based participatory research (CBPR) involving a California school district's food/nutrition personnel and a university (Univ. of California, Davis) Center for Nutrition in Schools, a curriculum on calcium-rich food was developed and tested. During this pilot study the curriculum was shown to have “…significantly increased knowledge of CRF [calcium-rich foods] among fifth-grade students.” (p. 192) The curriculum, implementation, evaluation, and results are described.
Loria K. 2013. Community garden information systems: Analyzing and strengthening community-based resource sharing networks. J Exten 51(2): Article #2FEA6. Available at http://www.joe.org/joe/2013april/a6.php (accessed 5/13/2013)
The author used information system analysis to determine how community garden leaders could overcome such obstacles as resource accessibility and organizational issues. The study concerns the Ithaca, New York community garden system. One finding of the survey was that “…the local Cooperative Extension office plays an extremely important role as an information provider for community garden efforts….” (p. 5) The author notes conclusions presented were based on a small sample size used in the guided survey. After the discussion section there is a section titled “Foraging a Strong Community Network” where the author provides a broader view of the topic through a brief literature analysis and presents additional “informal information sources.” (p. 7)
Ozorak EW. 2013. “We all have to eat”: Experiential learning in courses on food and hunger. J Preven Interven Comm 41(2):97–104. DOI 10.1080/10852352.2013.757985
The author describes her goals in teaching 2 college courses: A seminar course for 1st year students, “Think Globally, Eat Locally” and a course for upper-level students, “Food and Hunger in Society”. The students visited a local farm and a soup kitchen. Students wrote reflection papers on the courses which showed how many of them became more aware of food issues and how perspectives changed. An appendix details components the farm and soup kitchen visits as well as a supermarket exercise and the final projects for the upper-level class.
Ruane LG and Ruane DM. 2013. Producing & consuming processed foods: A critical-thinking exercise. Amer Biol Teach 75(3):220–1. DOI 10.1525/abt.2013.75.3.12
The authors briefly describe an activity for college level students, both biology and non-biology majors, to develop critical thinking about the production and consumption of processed foods. A list of class discussion questions is presented in 3 categories: Identifying ingredients; understanding food processing; and considering ethical, environmental, & human health consequences. The authors note that the activity can be used by secondary school teachers and the discussion questions can be reworked to accommodate educational level.
Baños RM, Cebolla A, Oliver E, Alcañiz M, and Botella C. 2013. Efficacy and acceptability of an internet platform to improve the learning of nutritional knowledge in children: the ETIOBE mates. Health Ed Res 28(2):234–48. DOI: 10.1093/her/cys044
Bisset S, Potvin L, and Daniel M. 2013. The adaptive nature of implementation practice: Case study of a school-based nutrition education intervention. Eval Prog Plan 39:10–8. DOI: 10.1016/j.evalprogplan.2012.12.004
Booth R, Hernandez M, Baker EL, Grajales T, and Pribis P. 2013. Food safety attitudes in college students: A structural equation modeling analysis of a conceptual model. Nutrients 5(2):328–39. DOI: 10.3390/nu5020328
Borgerding LA, Sadler TD, and Koroly MJ. 2013. Teachers’ concerns about biotechnology education. J Sci Ed Technol 22(2):133–47. DOI: 10.1007/s10956-012-9382-z
DeSario PE. 2013. The impact of education on risk factors documented during food service inspections. Walden Univ. PhD dissertation. DAI-B 74/07(E). #3557074.
Galt RE, Parr D, Van Soelen Kim J, Beckett J, Lickter M, and Ballard H. 2013. Transformative food systems education in a land-grant college of agriculture: The importance of learner-centered inquiries. Agric Human Val 30(1):129–42. DOI: 10.1007/s10460-012-9384-8
Gibbs L, Staiger PK, Johnson B, Block K, Macfarlane S, Gold L, Kulas J, Townsend M, Long C, and Ukoumunne O. 2013. Expanding children's food experiences: The impact of a school-based kitchen garden program. J Nutr Ed Behav 45(2):137–46. DOI: 10.1016/j.jneb.2012.09.004
Kim KK, O'Bryan CA, Crandall PG, Ricke SC, and Neal JA Jr. 2013. Identifying baseline food safety training practices for retail delis using the Delphi expert consensus method. Food Cont 32(1):55–62. DOI: 10.1016/j.foodcont.2012.10.009
Parker AG, McClendon I, Grevet C, Ayo V, Chung WT, Johnson V, and Mynatt ED. 2013. I am what I eat: Identity & critical thinking in an online health forum for kids. Proceeding CHI '13 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems. p. 2437–46. DOI: 10.1145/2470654.2481338
Quick V, Corda KW, Chamberlin B, Schaffner DW, and Byrd-Bredbenner C. 2013. Ninja Kitchen to the rescue[:] Evaluation of a food safety education game for middle school youth. Brit Food J 115(5):686–99.
Soon JM, Davies WP, Chadd SA, and Baines RN. 2013. Field application of farm-food safety risk assessment (FRAMp) tool for small and medium fresh produce farms. Food Chem 136(3–4):1603–9. DOI: 10.1016/j.foodchem.2012.01.029
Uçar A, Özçelik AO. 2013. Individuals’ knowledge and practices of the cold chain. Ecol Food Nutr 52(2):116–29. DOI: 10.1080/03670244.2012.706009
van der Meulen B. 2012. Two-years full time education for future food regulatory affairs managers. Eur Food Feed Law Rev (EFFL) 7(3):157–9.
Wachenheim CJ and Beauchamp K. 2013. Perceptions of food safety and curricular offerings. North Amer Coll Teach Agric J 57(1):36–40.
Weitkamp E, Jones M, Salmon D, Kimberlee R, and Orme J. 2013. Creating a learning environment to promote food sustainability issues in primary schools? Staff perceptions of implementing the Food for Life Partnership Programme. Sustainability 5(3):1128–40. DOI: 10.3390/su5031128. Available at http://www.mdpi.com/journal/sustainability (accessed 5/13/2013)
Yildiz MN, Petela A, and Mahoney B. 2013. Global kitchen project: Developing 21st century skills and global competency in teacher education. In: McBride, R. and Searson M. (eds.) Proceedings of Society for Information Technology & Teacher Education International Conference 2013. Chesapeake, VA: Association for the Advancement of Computing in Education. p. 1816–24.