Abstract

This retrospective study examined the impact that discipline-specific pedagogies, from the fields of health science (HS) and social science (SS), had on college students’ nutrition knowledge, beliefs, and behavioral intentions (N = 82). HS students were enrolled in a Nutrition for Health course, and SS students were enrolled in a Food, Culture, and Society course. Researchers found those exposed to a HS pedagogy demonstrated greater nutrition knowledge with significance (p = 0.03), while students exposed to SS pedagogy displayed a greater commitment to preparing home cooked meals (p = 0.05) and decreasing consumption of sweetened beverages (p = 0.01).