Abstract
The purpose of this retrospective study is to examine the impact that disciple-specific pedagogy may have on college students’ nutrition knowledge, beliefs, and behavioral intentions. It is hypothesized that students in the course representing health sciences (Nutrition for Health) may demonstrate higher scores for nutrition knowledge as well as for behaviors and attitudes indicative of personal dietary practices, while students in the course that embodies general education (Food, Culture and Society) may demonstrate higher scores for beliefs and practices that more globally effect the food supply. The validated survey, consisting of 50 nutrition-related statements eliciting a response, was distributed to participating students post-intervention across these two pedagogical conditions. The health sciences (Nutrition for Health) course utilized an academic textbook, and the general education course (Food, Culture, and Society) used historical expository writings throughout the semester. Data is analyzed in the aggregate utilizing SPSS (version 25) to determine whether differences exist between conditions on the measured outcomes. It is anticipated that, although food and nutrition is the course content, different pedagogical perspectives grounded in diverse disciplines may uniquely impact students dietary views. This finding may contribute to the health education field by informing future curriculum development.
Presenters
Gloria McNamaraAssociate Professor, Health Education Department, City University of New York - Borough of Manhattan Community College campus, New York, United States
Details
Presentation Type
Theme
KEYWORDS
Health and Nutrition Education, Cultural Foods, Food Self-Sufficiency, Food Advertising
