Braun, Kathryn (author), Derrickson, Joda P. (author), and Maeda, Iris (author)
Format:
Conference paper
Publication Date:
1994
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 97 Document Number: C07873
Notes:
James F. Evans Collection, Ham, Mimeographed, 1994. 1 p. Presented at the Society for Nutrition Education, Portland, OR, July 16-20, 1994., Many food stamp recipients either run out of foods stamps before the end of the month or are unable to follow the Food Guide Pyramid to make healthy food choices. Food and nutrition education opportunities for food stamp recipients are often limited to written literature available at food stamp offices. The purpose of this report is to compare the effectiveness of three methods of nutrition education service delivery to food stamp recipients : 1) a series of nine cards sent along with monthly "authorization to purchase" cards, 2) a video and interactive handout shown to all food stamp participants when they are recertified for food stamps, and 3) a series of eight group lessons. Our hypothesis is that participants receiving either the more intensive group lessons or a combination of delivery methods will demonstrate greater improvements in knowledge gains and behavior changes. The goal of each intervention is to help participants eat better for less. Subjects in each intervention, as well as those in a non-intervention control group, were given a pre-test and a post-test. Subjects receiving the cards and the video, as well as the control group, were chosen using stratified random sampling methods. Subjects enrolled in the eight group lessons are self-selected EFNEP clients. We will report gains in knowledge of low-fat alternatives and healthy food choices, changes in eating behaviors and food resources management practices of subjects in all three delivery groups and the non-intervention group. Results of this project can assist nutrition educators nationwide in planning effective food and nutrition education programs for food stamp recipients.
11 pages, We conducted a needs assessment to determine food safety resources required by produce growers in Georgia. Most respondents were farm owners (52.5%), food safety managers (48.3%), and/or farm managers (34.2%). The most requested topics for training included how to improve food safety management skills and how to manage a food safety program. Of 120 respondents, 25 were unsure whether their operations were required to comply with the Produce Safety Rule. This information will guide Georgia food safety educators in developing materials and curricula for growers throughout Georgia. Additionally, our survey and findings may be of use to Extension professionals elsewhere in the Southeast and beyond.
5 pages, Mitigating complex problems is increasingly essential to sustaining life on Earth. Empowering current and future generations to address these problems requires rethinking traditional education approaches. This article serves as a primer for land-based learning—defined as a pedagogical approach in which learners collaborate with community members to implement place-based interventions within agricultural systems to increase the sustainability of their community. As an introduction to land-based learning, the article (a) describes critical checkpoints within land-based learning, (b) illuminates the role of Extension educators in facilitating land-based learning, and (c) introduces a case study of land-based learning in Michigan's Upper Peninsula.
Carr, Chad (author), Abrams, Katie (author), Roberts, Grady (author), Philipps, Kylie (author), Velinsky, Victoria (author), Eubanks, Larry (author), Scheffler, Jason (author), and Johnson, Dwain (author)
Format:
Journal article
Publication Date:
2020-08
Published:
United States: Extension Journal, Inc.
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 203 Document Number: D12301
11 pages, Massive open online courses (MOOCs) offer a unique platform through which Extension can provide valuable education. We explored The Meat We Eat, a MOOC designed to create a more informed meat consumer and increase perceptions of transparency surrounding meat production. Compared to pretest respondents (n = 490), students who completed the posttest (n = 226) had an improved attitude toward meat and slaughter, an improved perception of the meat industry’s transparency, and increased knowledge. These findings suggest the relevance and value of MOOCs as Extension activities for improving knowledge and attitudes toward animal agriculture and other topics.
