See this abstract in file folder for Document No. D06143., Abstract of poster presentation at North American Colleges and Teachers of Agriculture conference, Athens, Georgia, June 16-20, 2015.
Via UI online subscription., The foodservice industry generates food waste by disposing of unserved food in the kitchen as well as uneaten food from consumers’ plates. In all-you-care-to-eat dining settings, such as university dining halls or buffet-style restaurants, food waste can be problematic because there is little monetary incentive to take less food. In addition, university dining facilities primarily serve young consumers who tend to be more wasteful than the average adult, further increasing the likelihood of waste. Appeals to money-saving have generally been identified as the best motivator to reduce consumer food waste; however, alternative motivators are needed when the quantity of food and its associated cost are not directly linked in all-you-care-to-eat settings. The purpose of this study is to determine the efficacy of a food waste reduction campaign in a university dining hall. Consumer plate waste was collected, sorted, and weighed in a treatment and comparison dining hall for a semester to assess the impact of the campaign on the quantity and type of food waste. Results reveal that the campaign had a modest, though insignificant, impact on waste behavior, but there were changes in students’ beliefs related to food waste, which may be an important first step to achieving behavioral change.
Irani, Tracy (author), Abrams, Katie (author), and Baker, Lauri M. (author)
Format:
Paper
Publication Date:
2010-02-09
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 175 Document Number: C29977
Notes:
Presented at the Agricultural Communications Section of the Southern Association of Agricultural Scientists Conference, Orlando, Florida, February 7-9, 2010. 22 pages.
12 pages., Via open access online., Authors examined the difficulty of teaching contemporary students of journalism to report on complex topics like science and the environment. They subjected 120 undergraduate students to a strategy that combined visual representations of abstract concepts, media texts, and experiential peer interactions. Findings indicated positive outcomes on comprehension and demonstrations of critical analysis from this pedagogical approach.
