This pilot study examined perceived science learning and attitudes of school children participating (n=100) in a 4-lesson nutrition-based STEM (science, technology, engineering, and math) education backpack program offered at a public library in the rural, Appalachian, Southern United States (Appalachian Mississippi). Using a constructivist theoretical framework, a 4-lesson take-home, backpack program (Growing Peanuts and Beans; Making Butter; Popping Corn; Sprouting Spuds) was developed in collaboration with public library staff and implemented in an informal learning environment (rural community library) for youth in kindergarten through eighth grade. Prior to implementation, lessons were piloted, evaluated, and revised using youth feedback. A drive-through distribution was utilized. Backpack science kits included all STEM materials/supplies/books, postage-paid evaluation postcards, and shelf-stable lunches and snacks meeting USDA summer feeding guidelines. Twenty-three of 100 youth participants (23% response rate) returned at least one evaluation postcard. Participants were primarily female (65%), Non-Hispanic (90%), White (90%), and in kindergarten through second grade (54.5%). Overall, the program significantly improved (p<.05) attitudes toward science (e.g., science is cool, science is fun) and toward doing science experiments. While perception of the library being “a good place to find science information and activities” did not significantly improve from pre- to post-program, ratings were high at both pre- and post-program, with over 85% “agreeing” or “super-agreeing.” The majority of youth “agreed or super-agreed” that they: 1) learned about science from the activities (94.2%); 2) liked doing the science activities (94.3%) and reading the related books (90.4%); 3) had fun completing the activities (98.1%); 4) would recommend the activities to others (94.2%); and 5) would do the activities again (93.3%). Nutrition-based STEM education promotes perceived science-learning and attitudes, warranting further development and implementation of nutrition-based science kits for public libraries across Mississippi to promote both science-learning and pursuit of science and health careers.

Objectives: ROADS to FACTS summer camp was designed to teach high school students about STEM (science, technology, engineering, and math) careers and offered them an opportunity to develop, practice and enhance college readiness. Methods: 29 high school students participated in a 1-week residential summer camp on the campus of Northern Illinois University (NIU). University students and outreach program staff led many different camp activities focusing on food, health, engineering, and computer science. The campers also learned about the college application process, different universities to attend, and different STEM majors to pursue. Additionally, the campers experienced college life while staying overnight in the dormitories for the seven-day period. At the end of the camp, the campers filled out an evaluation survey including demographic questions, 20 Likert-scale questions assessing the camp experience, and 6 open ended questions to provide qualitative feedback about the camp. Results: Camp participants were 62% females, 31% identified as Black, and 48% identified as Hispanics. The students had a positive and rewarding experience as indicated by majority of the campers (70%) selecting agree and strongly agree for the Likert scale questions. They enjoyed learning about food science and health careers, meeting new people, participating in field trips and other interactive activities, and experiencing college/dorm life. Majority of the campers expressed interest in pursuing nutrition and health related majors in college and are planning to seek admission in in-state universities with NIU being the most popular choice (50% campers). Conclusions: ROADS to FACTS camp brought together high school students that are passionate and wanted to learn more about STEM programs. The camp allowed students to participate in engaging activities, learn about new careers, and make new connections. Some students enjoyed the program more than others but the majority of students enjoyed their experience at the camp. The constructive feedback about the camp based on participants' experience can be used to improve the program for future implementation. Funding Sources: Funded by the USDA NIFA Secondary Education, Two-Year Postsecondary Education, and Agriculture in the K-12 Classroom Challenge Grants program (SPECA).

Food-based education provides nutrition educators with a unique opportunity to expand nutrition education practice by integrating with Science, Technology, Engineering, and Mathematics (STEM) education. The SPICE-ing (Supporting Professional development through Inquiry-based Collaborative Environments) Up STEM workshop was developed to educate teachers on effective implementation of the Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative's curricula. FoodMASTER is grounded in brain-based learning theory aiming to build on learners' preexisting knowledge about nutrition through hands-on experiences. The six-hour professional development (PD) workshop engaged teachers in the "see one, do one, teach one" method covering FoodMASTER topics. Researchers conducted two focus groups with 15 participants to assess teacher perceptions. Focus groups were recorded and transcribed verbatim. Data were analyzed by two researchers using content analysis to identify common themes. Five emergent themes were identified related to effectiveness of the PD experience and suggestions to promote long term engagement in FoodMASTER curricula. Participants expressed the workshop was effective because they engaged in the student hands-on activities, using food as a tool to teach is easily applicable, and detailed lesson plans were included. Participants indicated future workshops should include a follow up from the team and an online community of support. Future offerings will include an online space where participants can access resources and receive collaborative support from one another and the FoodMASTER team when implementing the lessons. Nutrition educators can use the findings from this experience to provide similar opportunities and build partnerships with K-8 educators to engage students in nutrition concepts through STEM education.

Upon completion, participants will be able to describe a Registered Dietitian Nutritionist-led food-based education network targeting STEM and nutrition education disparities among underserved youth across the Southern United States.

Discuss elements of designing short videos to assist grade 3-5 educators in introducing food and nutrition science lessons. The FoodMASTER (FM) Initiative is a compilation of programs aimed at utilizing food as a tool to teach mathematics and science. In response to e-learning environment demands, the FM team is developing standardized short clip video production criteria to enhance the delivery of existing FM grade 3-5 resources. The videos will assist grade 3-5 educators in engaging learners and introducing subject matter content. A team of FM researchers, science education experts, and a videographer met to assemble the criteria. Considerations for production included script, set design, locations, talent, costumes, materials, graphics, and animation. The purpose of this presentation is to explain the creative process for developing the educational videos. Educators will be able to use the criteria and video samples as one model to guide video productions for e-learning environments. National Institutes of Health Science Education Partnership Award

Background: The Coordinated Approach to Child Health (CATCH) is a school-based health education program, grounded in Social Cognitive Theory (SCT), and designed to improve dietary habits and increase physical activity among children and adolescents. The objective of this study was to evaluate the effectiveness of CATCH program, delivered by dietetic interns and Northern Illinois University (NIU) students, to 3rd-5th graders in Northern Illinois, in increasing their nutrition knowledge and healthy choices behavior. Methods: In total, 167 elementary school children in grades 3 - 5 in Northern Illinois participated in a non-experimental program evaluation study. We delivered 6 CATCH lessons throughout the academic year to five elementary schools. Lessons were focused on “Go, Slow, and Whoa” food categories to help children understand healthier food choices. Validated questionnaires from the CATCH Global Foundation were administered in classrooms and online, pre/post intervention, to assess nutritional knowledge and healthy choices. Results: Children in third through fifth grades significantly increased their knowledge about nutrient dense foods, p Conclusion: We conclude that children in grades 3 - 5 who participated in the 6 lessons of the CATCH program expanded their nutritional knowledge and 4th and 5th graders improved their ability to make healthier choices. Conducting evaluations of health promotion programs is imperative to determine the impact of the program, as well as to explore possible improvements in content and delivery for future implementation.

Community violence exposure is essential when considering African American male adult health outcomes. This integrative review of literature is guided by the research questions: (a) How has community violence been measured in African American male adults? and (b) What impact does community violence have on African America male health outcomes? This study synthesises eight current articles identified by the search terms-community violence, impact, African Americans, care, and men. Of the eight identified articles, there were quantitative (n = 5), qualitative (n = 1) and mixed methods (n = 2). Findings indicate a wide array of screening tools for violent experiences and highlight the potential negative impacts of violence in communities; however, literature regarding strategies for identification and treatment of psychosocial and physical health status of African American male adults experiencing direct and indirect community violence remains limited. Further work in clinical care and community health settings related to violence is warranted.

Understand what K-12 teachers need from dietitians to effectively integrate nutrition education in the classroom.

Discuss how to use food as a tool to teach mathematics in formal and informal K-8 learning environments.

Science and mathematics literacy are fundamental to the basic understanding of food and health and/or the pursuit of science-based careers. In 1999, the FoodMASTER Initiative (FMI) was created to provide an opportunity for youth to experience authentic, real-world health science activities in K-12 learning environments. FMI administrative locations have included Ohio University 1999-2005, East Carolina University 2006-2018 and Northern Illinois University 2018-current. The key programmatic elements for the FMI include: 1) curricular hands-on activities developed with teacher input, 2) free online access, 3) rigorous evaluation of program materials, and 4) robust partnerships with organizations that promote mathematics and science education. The purpose of this manuscript will be to 1) provide a rationale for the FMI programming, 2) share the curriculum and the process for developing curriculum and summarize the quantitative and qualitative findings of the 19 peer-reviewed articles, 3) discuss funding that was secured, 4) discuss strategies that lead to program sustainability, 5) discuss the mission and vision, and 6) summarize programmatic component sustainability.

Upon completion, participant will be able to discuss how to use food as a tool to teach mathematics and science in formal and informal K-12 learning environments.

If children have opportunities to develop positive attitudes toward learning science, the pipeline to science careers can be maintained and enhanced. This article describes the development and validation of a short form, 24-item, ssessment of Attitudes in Science Constructs for Fourth Grade (AASC-4) for utilization in future research aimed at improving youths' Attitudes Toward Science (ATS). A researcher developed long form, 50-item AASC-4 was administered in an intervention and comparison, pre- and post-implementation science education study (n=1,117). Exploratory factor analysis was conducted to reduce the original 50-item AASC-4 to the current 24-item form. The current AASC-4 included 24 questions, and eight constructs. Reliability measures of the short-form AASC-4 improved reliability for Fear of Failure on Course from 0.200 to 0.694, Value of Science from 0.478 to 0.779, Attitudes of Family (Parents) toward Science from 0.706 to 0.754, and Perception of the Science Teacher from 0.700 to 0.791. Utilization of the validated constructs within the short-form AASC-4 may help researchers and educators identify science education intervention features that have positive impact on youths' ATS.

BACKGROUNDExplore associations between nutrition, science, and mathematics knowledge to provide evidence that integrating food/nutrition education in the fourth-grade curriculum may support gains in academic knowledge. METHODSSecondary analysis of a quasi-experimental study. Sample included 438 students in 34 fourth-grade classrooms across North Carolina and Ohio; mean age 10 years old; gender (I = 53.2% female; C = 51.6% female). Dependent variable = post-test-nutrition knowledge; independent variables = baseline-nutrition knowledge, and post-test science and mathematics knowledge. Analyses included descriptive statistics and multiple linear regression. RESULTSThe hypothesized model predicted post-nutrition knowledge (F(437) = 149.4, p < .001; Adjusted R = .51). All independent variables were significant predictors with positive association. CONCLUSIONSScience and mathematics knowledge were predictive of nutrition knowledge indicating use of an integrative science and mathematics curriculum to improve academic knowledge may also simultaneously improve nutrition knowledge among fourth-grade students. Teachers can benefit from integration by meeting multiple academic standards, efficiently using limited classroom time, and increasing nutrition education provided in the classroom.

Purpose - This study aims to develop and empirically assess an instrument for measuring nutrition knowledge aligned to the North Carolina (NC) Healthful Living Essential Standards for teaching nutrition. The instrument was critically evaluated and used to assess nutrition knowledge in Eastern NC students.Design/methodology/approach - Researchers evaluated 250 students in 16, eighth- grade classrooms using a 22-question researcher-developed nutrition knowledge questionnaire. Assessment questions were aligned with NC Healthful Living Essential Standards, which suggest students should be able to: apply tools to plan healthy nutrition, create strategies to improve dietary intake, create plans for lifelong health, and evaluate health information and products. Survey reliability and validity (face) were evaluated prior to study implementation. Descriptive statistics for individual items, total and individual standard scores were analyzed. Instrument efficacy was evaluated using item-difficulty and discrimination indexes.Findings - The survey displayed appropriate levels of item difficulty with three exceptions: two questions were identified as too difficult, and one as too easy. The majority of items also displayed acceptable (> 0.20) or excellent (> 0.40) discrimination (17 out of 20). Average total nutrition knowledge score was 11.82- 3.26 (53.7 per cent). Within aligned standards, students scored highest in creating plans for lifelong health (79 per cent) and lowest in evaluating health information (37.6 per cent).Originality/value - Study findings suggest eighth- grade students may only possess half the nutrition knowledge standards expected in the eighth grade. More instrument development is needed to supply researchers with standard means of assessing nutrition knowledge.

As a result of attending this poster presentation, the learner will be able to discuss the importance of improving underserved and underrepresented minority youths’ attitudes toward science and explain the validation of a short form assessment of attitudes in science constructs for fourth grade.

Objective Considering current adolescent obesity rates and the lack of previous intervention effects, our purpose was to utilize process evaluation techniques to help researchers identify intervention limitations for targeted programming. Methods During the 2013-2014 academic year, 9 8th grade science teachers implemented the FoodMASTER Middle Grades (FMM) science curriculum. Researchers used classroom observations, formative and summative written feedback, and structured interviews to inform the fidelity, dose received, dose delivered, and context of curricular implementation. Results Teachers reported that class size and time restraints were primary barriers to implementation. Primary facilitators included student enjoyment, standard alignment, ease of instructions, and professional development training experience. Conclusions Overall, FMM was feasible for implementation in middle school science classrooms as an integrated science curriculum.

As a result of attending this poster presentation, the learner will be able to discuss best practices for organizational systems design models for improved data-driven decision making in undergraduate nutrition science programs.

Background: Teacher self-efficacy for teaching nutrition can positively impact student dietary behaviors; however, limited curricular resources and professional development can serve as barriers to the provision of nutrition education in the classroom. The purpose of this study was to assess the impact of a food-based, integrative science curriculum on fourth-grade teachers' self-efficacy toward teaching nutrition. Methods: Researchers used a quasi-experimental design to implement the FoodMASTER Intermediate (FMI) curriculum in 19 fourth-grade classrooms across Ohio and North Carolina. The Nutrition Teaching Self-Efficacy Scale was used to assess baseline and posttest teacher self-efficacy using a 4-point Likert scale (1 = not confident at all; 4 = very confident). Analysis of covariance (ANCOVA) and Wilcoxon's signed rank test were used for statistical analysis. Results: Teachers in the intervention group displayed significantly higher post efficacy expectation scores (mean = 3.52; SD = 0.41) than comparison group teachers (mean = 2.86; SD = 0.55). Overall, the intervention group showed significant improvement in self-efficacy on 15 of the 18 items. Discussion: The results suggest providing training and integrative resources to teachers can significantly improve self-efficacy toward teaching nutrition. Future research should focus on determining the amount of training needed to improve the quality of teacher-delivered nutrition education. Translation to Health Education Practice: Health Educators can use the findings to inform the development of teacher trainings in nutrition and health.