Purpose: Food service management courses are traditionally taught in a didactic manner. However, student-centred methods based on collaboration and applying content in real-world situations may enhance learning. The purpose of this cross-sectional study was to evaluate strengths and recommendations for improvement of undergraduate food service courses following redesign using project-based learning (PBL) components. Methods: Redesigned courses were implemented in fall (2022) and spring (2023) semesters in a flipped classroom with year-long projects self-selected by student teams. Evaluation was based on 7 modified nominal group technique sessions conducted after the spring semester with 41 nutrition students (6-8 per session) to identify and rank themes based on summed scores (SS). Results: Top strengths were (i) experiencing PBL components that contributed to hands-on learning, autonomy, creativity, and flexibility, (ii) learning about engaging self-identified topics, (iii) practicing workplace skills, and (iv) working on practical, real-life projects (SS = 122, 87, 78, and 56, respectively). Top recommendations included more formal lectures to provide course content, more instructor support/guidance, and more in-class time for projects and meetings with professional advisors (SS = 110, 74, and 68, respectively). Conclusions: PBL was a positive experience; however, students desired more lecture-based course content and class time for projects.

IntroductionWhole grains, including pseudocereals, provide a dual benefit: they support human health and disease prevention and strengthen agronomic and ecosystem functions through crop rotations. Despite numerous epidemiological and intervention studies indicating their health promotion and disease prevention benefits, however, only one percent of U.S. children and eight percent of U.S. adults meet actual whole grain intake recommendations. Recently, alternative grain networks as a type of grain system are emerging in the U.S., with a vision of offering local grain products to consumers not only for their benefit but also for that of the entire grain value chain.MethodsThe aim of this scoping review is to map existing literature on U.S. consumer acceptance of whole grains, local grains, and alternative grain networks, define knowledge gaps, and make recommendations for future research. Following PRISMA-ScR guidelines, we systematically screened 14,155 articles, 32 of which met our inclusion criteria.Results and discussionThe included studies were methodologically heterogeneous, spanning randomized control trials, surveys, observational studies, and qualitative methodologies. The studies examined whole grains, bread, organic grain products, local grain products, and specific grain products. Due to most of the included studies’ focus on whole grains, the main focus of the scoping review is on whole grains. Collectively, the studies most frequently reported on the following key factors impacting consumer acceptance of whole grains: taste, price, knowledge, familiarity, attitude, and income/food insecurity. Many of the identified barriers and drivers to whole grain intake were similar to those in most other countries. Three articles examined consumer acceptance of alternative grain networks and local grain products. These articles, all using a qualitative, case study methodology, indicated that a select segment of consumers are interested in these systems and products, without quantitative measurement of consumer acceptance. The results of this scoping review suggest that educational campaigns such as those focused on whole grain identification, whole and local grain health and environmental benefits, preparation techniques and recipes, community cooking classes and sampling events, and policy and research advances along the grain supply chain could aid in promoting consumer acceptance of whole grains, local grains, and alternative grain networks.

Objective Evaluate the effectiveness of a pilot 14-week virtual internship to enhance professional skill development. Use of Theory or Research Program evaluation of experiential learning theory with reflection and application of knowledge. Target Audience Upper-level undergraduate/graduate nutrition students Program Description Students were introduced to the pre-farm to consumer food system broadening their understanding of the role of nutrition in food production using legumes and pulses. Academic and industry presenters provided an overview of the food system relative to their roles and function within the production of food and processing of legume and pulse ingredients. Each week, students participated in facilitated dialogue to critique presenters, communicate research findings and project progress. In addition, students submitted weekly reflections on how the materials and presentation influenced development of their transferable skills in the areas of communication, project management/leadership, interpersonal and intrapersonal skills, and self-management. Evaluation Methods A thematic analysis of written reflections, presentation critiques, pre and post skills assessment surveys, and observations were used to measure outcomes. Results Five students participated in a 14-week internship via Zoom. Students were enrolled in undergraduate (one male and three female) and graduate (one female) nutrition programs. Students evaluated presentation styles to support development of their skills through exposure to agriculture, business, consumer, and regulatory topics. Students submitted food system maps weekly to demonstrate their knowledge of the functions presented. Students engaged in independent project-work and research culminating in student-led seminars to address nutritional barriers and opportunities in the legume and pulses food production system. Conclusion Student reflections identified skill development themes for confidence, communication, working towards collective goals, and appreciation for the flexibility of virtual formats. A broader understanding of food production was evidenced by the level of detail portrayed in the food systems map at week 1 versus week 4 of the bean processing function. The virtual format allowed students to network with experts from across the US and to work together toward collective solutions. Funding None Evaluate the effectiveness of a pilot 14-week virtual internship to enhance professional skill development. Program evaluation of experiential learning theory with reflection and application of knowledge. Upper-level undergraduate/graduate nutrition students Students were introduced to the pre-farm to consumer food system broadening their understanding of the role of nutrition in food production using legumes and pulses. Academic and industry presenters provided an overview of the food system relative to their roles and function within the production of food and processing of legume and pulse ingredients. Each week, students participated in facilitated dialogue to critique presenters, communicate research findings and project progress. In addition, students submitted weekly reflections on how the materials and presentation influenced development of their transferable skills in the areas of communication, project management/leadership, interpersonal and intrapersonal skills, and self-management. A thematic analysis of written reflections, presentation critiques, pre and post skills assessment surveys, and observations were used to measure outcomes. Five students participated in a 14-week internship via Zoom. Students were enrolled in undergraduate (one male and three female) and graduate (one female) nutrition programs. Students evaluated presentation styles to support development of their skills through exposure to agriculture, business, consumer, and regulatory topics. Students submitted food system maps weekly to demonstrate their knowledge of the functions presented. Students engaged in independent project-work and research culminating in student-led seminars to address nutritional barriers and opportunities in the legume and pulses food production system. Student reflections identified skill development themes for confidence, communication, working towards collective goals, and appreciation for the flexibility of virtual formats. A broader understanding of food production was evidenced by the level of detail portrayed in the food systems map at week 1 versus week 4 of the bean processing function. The virtual format allowed students to network with experts from across the US and to work together toward collective solutions.

We examined the feasibility and effectiveness of a project-based nutrition curriculum during an academic year to enhance undergraduate professional skill development and application of nutrition content. Current approaches in nutrition higher education are traditionally rich in disciplinary content. However, complex social problems including food insecurity, diet-related diseases, and obesity require student-centered pedological approaches utilizing critical thinking and problem solving to connect course content with food, culture, and health. Often nutrition undergraduate students are not exposed to interdisciplinary teams and student-led projects that span an academic year to address wicked problems. As a result, students may enter the workforce unprepared for the challenges associated with interdisciplinary teamwork and real-world problems. To address gaps in higher education curricula, we developed sequential food and nutrition management courses with transferable skills explicitly embedded. During an academic year, 32 nutrition undergraduate students were introduced to complex social problems related food, culture, and health. Through scaffolding, instructor facilitation, and professional advisors, students developed and managed food and nutrition solutions to address complex social problems. Using reflective practice and friend-in-dialogue, we were able to assess student acquisition of professional skills. Students prepared self-assessments and peer evaluations which were then compared with observational notes to guide sequential activities to support meaningful and relevant experiences. Using thematic analysis, the themes that were identified include skill development in communication, teamwork, dealing with uncertainty, and appreciation for personalized education that is often unexpected in a large university class. However, students struggled with time management, scheduling conflicts, and asking for help in uncertain situations. Overall students were satisfied with their experience in an academic year project-based course. The course met pedological expectations for engaged student learning; however, students struggled with internal and external conflicts and expectations toward grades versus life-long learning. None.

Abstract Objectives We hypothesize that a culinary-focused summer internship for nutrition undergraduate students will increase their will and capacity to work in community settings to promote healthful and culturally appropriate eating patterns. This approach brings together the strong foundational science knowledge of nutrition, the art of culinary, and the interface of food, culture, and health. The specific aims include: • Increase knowledge of culinary aspects of ancient whole grains in mixed dishes • Increase knowledge of culinary wellness and aspects of working in a multicultural community • Transdisciplinary opportunities to better understand food environments • Transferable skill development Methods The Accreditation Council for Education in Nutrition and Dietetics (ACEND) identified significant gaps in nutrition education related to culinary and culture. By creating a three-prong approach consisting of nutrition, culinary, and community, students can better understand the interaction between food, health, and culture. While practical cooking experience provides the foundation, it is insufficient for dietitians to be effective with clients especially related to unfamiliar foods and dishes. Four nutrition undergraduate students, two nutrition graduate students, and a local community chef participated in a 13-week summer internship. There were 6-weeks of virtual culinary modules followed by a week of training in a commercial kitchen. Students used culinary techniques to create ancient whole grain dishes, replace salt with spice combinations, and practiced plating techniques. Students used their new knowledge in a community tasting event and to facilitate peer-to-peer teaching in an undergraduate course. Results Using thematic analysis, photovoice, video transcripts, student notebook analysis, and final reflections, themes emerged in increased confidence in the kitchen and increased ability to create recipes that meet sociocultural norms and dietary guidance. Further, students were able to use culinary terms, concepts, and practices to teach peers about the interface of culinary arts and nutrition. Conclusions The nutrition student benefits from culinary arts experiences as it bridges nutrition science content and an understanding of consumer-related messages. Funding Sources University of Minnesota Department of Food Science and Nutrition.

Describe student community engagement and experiential learning in community-driven health and wellness projects to enhance understanding of working in diverse communities.

Food and agriculture professionals strive to feed the growing population diets that maintain human health and minimize environmental impacts. Recently, global organizations such as the World Health Organization and the Food and Agricultural Organization have set goals related to the sustainable production of nutritious foods. In this vein, the EAT-Lancet Commission on Food, Planet, and Health has set dietary recommendations for human and planetary health. These recommendations, based on a wide body of evidence, suggest that plant-based diets are essential for the persistence of the population and the environment. This article briefly reviews the influence of diets on health and environmental outcomes in the context of the EAT-Lancet recommendations. Then the brief discusses the role of land grant universities in developing nutrition sensitive, environmentally resilient food systems. Then the article discusses local food system initiatives in Minnesota and offers insight into how the University of Minnesota may play a role in developing nutrition sensitive value chains by coordinating and supporting local food efforts. Ultimately, this brief suggests that land grant universities can help local communities equitably collaborate with upstream and downstream value chain actors to develop nutrition sensitive, environmentally resilient value chains.

Climate change, malnutrition, acute and chronic diseases nested within diverse sociocultural problems challenge nutrition professionals entering the workforce. Undergraduate and graduate education is a critical period to develop a foundation of transdisciplinary, transcultural and transformational approaches to understand and effectively use science to solve problems and manage issues in the 21st century. Employers seek multidisciplinary-trained individuals with critical thinking, communication, collaboration, and creativity to solve complex problems within continuously evolving adaptive systems. New training models are required to develop additional interactive skills integrated within a traditional nutrition program. To supplement traditional learning goals documented by Bloom’s taxonomy, hands-on experiences were designed to achieve learning objectives based on key character attributes and professional skills including critical thinking, communication, collaboration, and creativity. The case consisted of 8 activities, with 7 goals, and 17 objectives. Activities gradually and dynamically built on preceding competencies of required goals and objectives. The student participated in activities including non-profit civic engagement; a non-profit internship; a corporate quality assurance internship; an industry research fellowship; student clubs; student government advocacy; departmental engagement; and honors course development. The student developed: technical skills along with critical thinking, communication, collaboration, and creativity via internships and guided research; key character attributes through student government advocacy and student club participation; moral and ethical compass via departmental engagement and non-profit civic engagement; and creativity and systems thinking via honors course development. Developing dynamic human capacity to address systems issues is imperative to enhance the health of our society and planet. A comprehensive, holistic training program might allow students to directly participate in developing new workforce approaches and models. This pilot study serves as one example of a complimentary training program to equip students with skills to fulfill 21st century workforce requirements. None.

Increasing whole grain (WG) availability in restaurants allows consumers to make healthier choices with minimal effort while improving adherence to the Dietary Guidelines. To understand challenges associated with increasing WG availability in Twin Cities (Minneapolis & St. Paul, Minnesota, USA) restaurants, interviews and focus groups were conducted with 24 local, national, and international food system members. This report identifies food system barriers, including policy, business, and societal pressures, that limit availability of WG based foods in restaurants. Insight provided by this study allows consortium members from various sectors and disciplines to work on a precompetitive basis to include more WG in Twin Cities restaurants.

Objectives Field pennycress (Thlaspi arvense L.) is a winter annual oilseed undergoing development as a cash cover crop for the Upper Midwest. While it provides ecosystem benefits when planted between conventional crop rotations, there are few end-uses for wild pennycress. Pennycress is high in oil and protein, and current efforts aim to improve seed composition to generate environmentally sustainable food sources. Similar to Arabidopsis thaliana and oilseed rape, pennycress is rich in glucosinolates, which limits seed palatability and utility. This study aimed to identify mutations responsible for low glucosinolate pennycress lines in a mutant population. Methods 39 low glucosinolate pennycress lines from a M3 mutant population were identified using brassica-calibrated NIRS and validated using column-exchange chromatography. Lines underwent whole genome sequencing to identify mutations in known brassica orthologs involved in glucosinolate production. We assessed the impact of three mutations on gene expression using RT-qPCR. Results We identified mutations in three orthologs involved in glucosinolate production. Putative candidates were selected for co-expression validation based on amino acid changes in highly conserved regions of peptide sequences. Genes of interest included the transcription factor bHLH005, the amino acid chain elongation gene IMD1, and the core structure biosynthesis gene CYP83A1. The bHLH005 mutant showed a 48% reduction in sinigrin. Expression decreased in several glucosinolate-related genes including MAM1, AOP2-like, and CYP83A1 by 0.98, 0.82, and 0.78-fold respectively. The IMD1 mutant showed a 45% reduction in sinigrin. Expression decreased in IMD1, MAM1, AOP2-like, and CYP83A1 by 0.77, 0.81, 0.72, and 0.73-fold respectively. The CYP83A1 mutant showed a 19% reduction in sinigrin. Expression decreased in CYP83A1, MAM1, and AOP2-like by 0.14, 0.16, and 0.22-fold respectively. Conclusions Understanding pennycress glucosinolate production can allow for the development of low-glucosinolate pennycress lines. We identified and validated three genes involved in pennycress glucosinolate production that can be used to develop low glucosinolate pennycress lines. Ultimately, this can improve the economic viability of the pennycress system by providing new end use opportunities. Funding Sources PepsiCo R&D.

We studied whether modifying school meal entrees increased legume consumption by K-6th grade children. Methods: Five entree items were modified to include legumes and served in 3 elementary schools in the Minneapolis/St. Paul metropolitan area during the 2013-2014 school year. Comparisons were made between original and modified entree items for the number of children eating school lunch who selected entrees and for intake (measured by plate waste). Results: Selection of modified and original items was similar for most entrees in all schools; consumption was lower for 2 modified entrees in 2 schools compared to original entrees. Overall, selection and consumption varied by entree type and school. Conclusions: Incorporating legumes into school meal entrees can increase legume consumption by children depending on entree type.

Sprouted whole-grain foods are an emerging trend in the food market due to consumers' desire for health-promoting foods. The objectives of this study were to examine the rheological properties of whole-wheat flour (WWF) with sprouted WWF substitution (0, 25, 50, 75 and 100 g/100 g) and tortilla products made from it. Flour samples were analyzed for gluten index, color, solvent retention capacity, and Mixolab parameters, while tortillas were analyzed for weight, diameter, color, opacity, texture, rollability, and sensory attributes. Mixolab data showed that water absorption, dough development, and stability times decreased with an increase of sprouted WWF substitution. In terms of tortilla baking performance, tortillas made with higher amounts of sprouted WWF were larger in diameter and specific volume, brighter, and more opaque, and received higher sensory scores in color, flavor, and overall acceptability. For texture parameters, tortillas made with a higher percent of sprouted WWF required less force to break, which indicated that tortillas were less firm. After 16 d of storage, tortillas made with higher amounts of sprouted WWF were more rollable and shelf-stable. The results demonstrated that sprouted WWF could bring benefits to WWF tortilla's baking performance, i.e. better appearance, higher consumer acceptability, and longer shelf life. (C) 2016 Elsevier Ltd. All rights reserved.

A structured interview protocol was used to investigate the ability of older adults (n = 89, age ≥ 65 years) to accurately determine whether three common food items were whole grain, and to assess the package information used in their decision process. Cereal and crackers, which were both whole grain products, were correctly identified by 63% and 66% of participants, respectively. Bread (a refined product), was correctly identified by only 19% of participants, while 46% of participants misidentified the bread as being whole grain. The ingredient list was the information most frequently cited in deciding if a food was whole grain, but participants varied in their ability to accurately interpret it. Package information considered nonpertinent (e.g., the Nutrition Facts label) in identifying a whole grain product was used almost as often as the ingredient list. Older adults would benefit from whole grain education programs that focus on accurately interpreting package information.

Public and private partnerships (PPPs) are a joint venture between the government, industry, and other public and private sectors. Public and private partnerships are typically formed to leverage expertise from different sectors to identify problems and work collaboratively to come to a common solution. This chapter discusses why PPPs are needed to solve the complex problem of getting healthier, grain- based foods into the food supply. We introduce and describe 3 different research initiatives that require a PPP. Our vision for PPPs is to work to increase the availability of grain-based foods that are practical, healthier, affordable, and desirable with the intention of making the healthy choice the easy and natural choice for citizens.

The objective of this study was to examine the effects of whole-wheat flour (WWF) particle size on the quality attributes of WWF tortillas. WWF samples of different particle size distributions from commercial U.S. hard white (median diameters: 175.7, 128.6, 120.0, 108.5 and 102.4 mu m), hard red winter (median diameters: 173.7, 133.6, 124.3, 110.8 and 104.2 mu m) and hard red spring (median diameters: 173.7, 132.1, 124.7, 112.9, 106.3 mu m) wheat classes were obtained by fine grinding of bran and shorts and re-combining with the rest of fractions. For all three wheat classes, as WWF median particle size decreased, the L* (lightness) value decreased but the adjusted damaged starch, polyphenol oxidase activity, and a* and b*. values increased. Mixolab data showed that development time decreased as WWF particle size was reduced, while stability time and starch retrogradation increased. As for WWF tortilla quality, the breaking force and extensibility increased with decreasing particle size from similar to 175 to 129-134 mu m, but diameter and thickness were not significantly affected. The results indicated that reducing the median particle sizes of WWFs from similar to 175 mu m to similar to 130 mu m would significantly improve the WWF tortilla quality. (C) 2016 Elsevier Ltd. All rights reserved.

Definitions for whole grain (WG) have been published by governments, the food industry, and grain organizations and generally fall into 2 categories: WG and WG food. WG definitions focus on the principal components of the WGs and their proportions, whereas WG-food definitions describe the quantity of WGs present in food. In the United States, widespread agreement exists on the main parts of a definition for a WG, with a definition for a WG food still in its early stages; a standard definition that has been universally accepted does not exist. Furthermore, nutrition policy advises consumers to eat WGs for at least one-half of their total grain intake (2010 and 2015 Dietary Guidelines for Americans), but confusion exists over which foods are considered WGs and how much is needed to achieve health benefits. In December 2014, a workshop sponsored by the subcommittee on collaborative process of the US Government's Interagency Committee on Human Nutrition Research convened in Washington, DC, and recognized WG definitions as a key nutrition and public health-related issue that could benefit from further collaboration. As a follow-up to that meeting, an interdisciplinary roundtable meeting was organized at the Whole Grains Summit on 25 June 2015 in Portland, Oregon, to help resolve the issue. This article summarizes the main opportunities and challenges that were identified during the meeting for defining WGs and WG foods internationally. Definitions of WGs and WG foods that are uniformly adopted by research, food industry, consumer, and public health communities are needed to enable comparison of research results across populations.

Abstract Objective Large portion sizes in restaurants have been identified as a public health risk. The purpose of the present study was to determine whether customers in two different food-service operator segments (non-commercial worksite cafeteria and commercial upscale restaurant) would select reduced-portion menu items and the impact of selecting reduced-portion menu items on energy and nutrient intakes and plate waste. Design Consumption and plate waste data were collected for 5 weeks before and 7 weeks after introduction of five reduced-size entrées in a worksite lunch cafeteria and for 3 weeks before and 4 weeks after introduction of five reduced-size dinner entrées in a restaurant setting. Full-size entrées were available throughout the entire study periods. Setting A worksite cafeteria and a commercial upscale restaurant in a large US Midwestern metropolitan area. Subjects Adult worksite employees and restaurant patrons. Results Reduced-size entrées accounted for 5·3–12·8 % and 18·8–31·3 % of total entrées selected in the worksite and restaurant settings, respectively. Food waste, energy intake and intakes of total fat, saturated fat, cholesterol, Na, fibre, Ca, K and Fe were significantly lower when both full- and reduced-size entrées were served in the worksite setting and in the restaurant setting compared with when only full-size entrées were served. Conclusions A relatively small proportion of reduced-size entrées were selected but still resulted in reductions in overall energy and nutrient intakes. These outcomes could serve as the foundation for future studies to determine strategies to enhance acceptance of reduced-portion menu items in restaurant settings.