451.assignment3

Simple Food Preservation Techniques

Assignment 3: Evaluation Plan

The Family Center/La Familia

Andrea Johnson Sonja Silva

FSHN 451: Community Nutrition

10/26/2015

Honor Pledge: I have not given, received, or used any unauthorized assistance on this assignment.

Signature: ______________________________________

Signature: ______________________________________

Simple Food Preservation Techniques Page 1 of 39

Table of Contents

Team & Work Distribution....................................................................................................................2

Team Members, Team Leader .........................................................................................................2

Work Distribution/Plan to Accomplish Team Project ...........................................................................2

Community Partner .............................................................................................................................3

Context: Target Audience & Community Description .............................................................................3

Problem Statement, Project Purpose & Brief Description .......................................................................5

Problem Statement ..........................................................................................................................5

Project Purpose...............................................................................................................................6

Description of Proposed Project .......................................................................................................7

Behavior Change Theory & Research Basis .........................................................................................9

Social Cognitive Theory (SCT) Definition...........................................................................................9

SCT Constructs Selected for This Project & Rationale .......................................................................9

Research Basis ............................................................................................................................. 11

Lesson Plan Table ............................................................................................................................ 14

Evaluation Table ............................................................................................................................... 17

Logic Model...................................................................................................................................... 19

Presentation ..................................................................................................................................... 21

Summary of Findings ........................................................................................................................ 21

Reflection ......................................................................................................................................... 21

Acknowledgments............................................................................................................................. 21

References....................................................................................................................................... 21

Appendices ...................................................................................................................................... 24

Appendix 1: Pamphlet References ................................................................................................. 24

Appendix 2: Pamphlet Prototype.................................................................................................... 26

Appendix 3: Food Storage Pre-Survey ........................................................................................... 35

Appendix 4: Food Storage Post-Survey .......................................................................................... 36

Appendix 5: Food Storage Post-Survey #2 ..................................................................................... 37

Appendix 6: Observations from Question and Answer session.......................................................... 38


TEAM & WORK DISTRIBUTION

TEAM MEMBERS, TEAM LEADER

Andrea Johnson

Sonja Silva

*Note: Due the fact that there are only two member of this team , we have found that it is not necessary to designate a team leader.

WORK DISTRIBUTION/PLAN TO ACCOMPLISH TEAM PROJECT

Assignment 3 was completed collaboratively. These collaborations occurred

during in class Writing to Learn assignments and Service Learning days in classroom

103, located in the Behavioral Sciences building, during class time. Final revisions and

adjustments were volunteered for by each member based on their strengths and equal

work distribution.

Andrea:

Transferred information from WTL assignments to Assignment 3

Made corrections to AMA formatting o Reordered references in text and in reference list

o Added references for SCT that were left out.

Fixed corrections from Assignment 2.

Review and editing of all sections

Compiled results of pre and post surveys

Sonja:

Updated logic model and evaluation table to include actual results and

population reached

Completed assumptions and external factors sections

Updated Appendix 4: Food Storage Post Survey

Included Appendix 5: Food Storage Post-Survey #2

Compiled and added Appendix 6: Observations from Question and Answer sessions

Final editing review before submission


COMMUNITY PARTNER

“The Family Center”/ La Familia

Mission:

The mission of The Family Center is to “strengthen and stabilize families with children” in the Fort Collins area.

To serve low-income families with children under 5 years old regardless of their nationality or race.

Goals:

To provide support and resources during economic hardships, abusive situations, or health crises.

To empower parents by teaching them problem solving strategies and about child development and behavior.

To connect family members to each other, their friends, and their community.1

CONTEXT: TARGET AUDIENCE & COMMUNITY DESCRIPTION

Target Audience:

Low income families with children under 5 years old

Families of different cultures, primarily Hispanic

Families whose native language may not be English

Community Description

Local: According to the Food Bank of Larimer County, “43,940 individuals or

14.4%, of Larimer County residents are food insecure. Additionally, 19% of

Larimer County children are considered food insecure”.2 Obesity rates for adults

in Larimer county, according to Colorado Department of Public Health and

Environment, are at 19.1% which is close to the state average of 21.3%.3

State: Data from the United States Department of Agriculture (USDA) collected

between 2012 and 2014 shows that 13.6% of Colorado families were food

insecure, compared to the National average of 14.3%.4 Although Colorado is one


of the state's lowest in obesity rates, according to the Colorado Department of

Public Health and Environment (CDPHE), 57.4% of Coloradans are overweight

or obese.3

National: In 2014, 15.3 million children were food insecure, 15.5 million lived in

poverty and 61% participated in at least one food assistance program such as

Woman, Infants, and Children (WIC), Supplemental Nutrition and Assistance

Program (SNAP), or National School Lunch Program (NSLP).5 According to the

USDA statistics of food insecurity for 2012 to 2014 “Rates of food insecurity were

higher than the national average for the following groups: All households with

children (19.2% of all households within the U.S.), households with children

under the age of six (19.9 percent)…, households headed by Black, non-

Hispanics (26.1 percent), and Hispanics (22.4 percent)”.4 Food insecurity rates

are rising. Additionally, in the U.S., 64.8% of the population are overweight or

obese.3

According to the Food Research and Action Center (FRAC) website, there is a

strong correlation between rates of obesity and food insecurity.6 CDPHE states that

“people are especially vulnerable to obesity when they face additional risk factors such

as limited financial resources and reduced access to healthy and affordable foods.”7

Food insecurity in Colorado is close to the national average, and Larimer County is no

exception. In addition, obesity rates in Larimer County are close to the state average.

The Family Center offers assistance in many areas including access to medical care,

immigration assistance, childcare, and nutrition-related programs.1 The Family Center is

situated on the outskirts of Fort Collins, which is where most of the mobile home parks


and low-income families reside. Due to The Family Center’s involvement in assisting

with many of the essential resources that low-income families receive, it puts them in a

position where they can address the issues of nutrition and food security in this

population.

PROBLEM STATEMENT, PROJECT PURPOSE & BRIEF

DESCRIPTION

PROBLEM STATEMENT

Low-income families are more likely to be food insecure and on food assistance

programs.5 Studies have shown a correlation in the rates of obesity with food

insecurity.6 According to the Colorado Health Institute, “Hispanic children are around

twice as likely to be obese as white children. Children below the poverty level are

approximately six times as likely to be obese compared to children with incomes above

400 percent of the federal poverty level.”8 Even with food assistance, obtaining fruits

and vegetables in their price range is challenging.6 An added obstacle after obtaining

fresh fruits and vegetables, as expressed to us by a member of The Family Center, is

that vegetables acquired from the food bank have a tendency to spoil quickly, and

therefore they are not consumed. At The Family Center, clients are provided the

opportunity to obtain free vegetables and sometimes herbs at a farmer’s market stand

set up by the entrance, but upon receiving these perishable items, some families are not

able to use them before they spoil and end up having to throw them away or do not take

as many of these items due to spoilage before use (Ally Eden, Bilingual Health


Advocate, September 1, 2015). According to the Centers for Disease Control and

Prevention (CDC) website, low fruit and vegetable consumption is a national health

problem.9 Through The Family Center’s various nutrition related programs (programs

such as Cooking Matters, PAT Nutrition and fitness, Coordinated Approach to

Childhood Health, Community Garden, Food Finders, and Community Gardening) and

government funding, they are able to address this issue.

PROJECT PURPOSE

The purpose of our project is to reduce food insecurity and increase vegetable

consumption (3-4 servings per day based on 2010 Dietary Guidelines to increase

nutrient dense foods)10 while reducing food waste by educating the clients of The Family

Center on proper storage of vegetables, to increase their shelf life or preserve them for

later use. This will increase their access to healthy foods because they will be able to

manage and utilize food resources more efficiently. The ability to extend the shelf life of

vegetables will also be a catalyst to help reduce obesity by increasing vegetable

consumption. Larimer County not only has a zero waste by 2030 initiative11 but also has

a plan titled Community Health Improvement Plan (CHIP) that was put together by the

Larimer County Department of Health and Environment (LCDHE). Larimer County’s

goal is to increase the number of “residents who are healthy at every stage of life, which

follows the national priority of increasing “the number of Americans who are healthy at

every stage of life.” The purpose of CHIP is to address community needs and values.

These needs and values were determined to be improving the “mental and emotional


well-being” of residents and “raising healthy children.” The subset categories of these

center around promoting healthy eating and social environments for all residents.12

National priority also integrates increasing vegetable consumption among children;

“because fruits and vegetables provide important nutrients and childhood dietary

patterns are associated with food patterns later in life.”9 Colorado has added this as part

of their health goal of reducing obesity.7

The Family Center's clientele are generally families who are low-income and

have young children. They work to educate and provide resources for families and their

children in many areas, some of which are healthy eating and increasing families’

abilities to improve their own livelihood. Families and their children are taught gardening

techniques and provided with free farmers market vegetables as well as recipes and

optional cooking classes. All of these activities work to support the county, state, and

local goals of increasing the health of individuals through eating patterns and health

education with community and government support.1

By educating on proper storage and preservation techniques, the clients of The

Family Center will be able to utilize their supply of vegetables for a longer period of time.

Having more access to vegetables will likely increase their consumption of healthier

food options along with decreasing food insecurity and food waste. It wi ll support the

Family Center's goal of increasing the mental and emotional well-being of families due

to the families increased knowledge of ways to live healthier, more sustainable lives.

DESCRIPTION OF PROPOSED PROJECT


The proposed project is to create a guide on methods of preserving vegetables

by refrigeration, freezing, or drying. We will also provide a seasonal list of vegetables to

aid in purchasing and finding lower cost items at grocery stores or farmers markets.

This guide will be made in a wall calendar like style so that it can be hung on the fridge

for quick reference. It will feature instructions in Spanish and English. Distribution of the

preserving guide will occur at a session of the Cooking Matters course being held at the

grocery store King Soopers on October 27, 2015 at 6 pm. Participants of the Cooking

Matters are adults from various backgrounds who have chosen to take the course and

have varying reading levels. To ensure all participants can read the guide it will be

written at a reading level of approximately grade 6 (based on Flesch-Kincaid and SMOG

reading level assessments). The Family Center's staff will handle future distribution of

the preserving guide during farmers markets and Cooking Matters courses.


BEHAVIOR CHANGE THEORY & RESEARCH BASIS

SOCIAL COGNITIVE THEORY (SCT) DEFINITION

The social cognitive theory takes concepts from psychology to understand learning processes influenced by the

environment, observational learning, or other social influences. It integrates humanistic psychology by exploring

influences of self-determination such as self-control and efficacy.13 This theory incorporates the ability of people to learn

from others based on their environment, behaviors, and personal feelings and beliefs.14

SCT CONSTRUCTS SELECTED FOR THIS PROJECT & RATIONALE

The Social Cognitive Constructs selected for this project are self-efficacy and reinforcement. Self-efficacy is

defined as the confidence a person has in performing a behavior and their ability to overcome barriers.13 This project

addresses self-efficacy by not only demonstrating the behavior but also by providing an easy to follow guide to show

participants that the activity presented is simple and quick. They will also have the opportunities to discuss the activity with

fellow participants and staff of The Family Center in future gatherings. Reinforcement is also an element of those

opportunities. Reinforcement is defined as the responses a person receives for performing a behavior and those

responses will either positively or negatively affect the behavior in the future.14 The Family Center's staff and its members

have several opportunities to converse. This is especially apparent during free farmers market days; parents visit the


farmer's market while waiting to pick up their children. At this time the staff will converse with them about the produce and

hand out recipes. During this time the children also get a chance to see, visit, and taste produce from the farmers market.

From this arises the opportunity for parents to have their children help pick out produce and receive positive feedback as

well as give positive feedback to the child, which reinforces the behavior of eating vegetables. We are aiming to have this

behavior of eating vegetables go home with the family and to give them the tools to make their vegetables last longer in

order to increase their consumption.

The self-efficacy and reinforcement constructs were chosen because they are inherently part of the process at The

Family Center and are natural behaviors for the type of environment present there. During the farmers market, parents

and faculty socialize and in that socializing they share their experiences with certain types of foods and ideas on how to

perform certain tasks. This reinforces the behavior and builds each person's confidence because they are able to share

their experiences with others, give or get advice, and grow in their abilities to complete the activity.


RESEARCH BASIS **Complete this table for two selected research studies that support your project design**

Citation

AMA format required; include copy of article in appendices.

Setting &

Participants

Intervention

description (include Social

Cognitive

Theory constructs)

Evaluation

strategies (include how

SCT

constructs were

measured)

Describe

study findings

relevant to

your project outcomes

Based on

their results,

what can

you expect from your project?

Schmeid EA. Parada H, Horton LA, Madnat H. Ayala GX. Family Support Is Associated with Behavioral Strategies for Health Eating Among Latinas. Sage Journals. http://heb.sagepub.com/content/41/1/34.full.pdf+html. 2014. Accessed October 2, 2015.

Data was collected in homes, offices, or other private areas. Participants were 361 Latina mothers in Imperial County, California.

Previous studies have shown that vegetable consumption would increase if the items were more available in the area families live and that social support reinforced the purchasing and consumption of produce. So this study was based off a previous intervention to promote healthful eating in families by using a health promotion expert that coordinated

Social support factors, including how family support reinforced behaviors, were measured in an interview and compared to the effects on dietary habits. They measured intake of dietary fiber by diet recall.

The study found that family support for purchasing of fruits and vegetables and family interactions regarding healthy eating was correlated with increased dietary intake.

Based on their findings, we expect that family support and social support consisting of other families, friends, and The Family Center staff will reinforce the behaviors of eating more vegetables and will be factors in promoting the use of methods to

http://heb.sagepub.com/content/41/1/34.full.pdf+html



with the family. This study examined the effects of having family support on healthful eating habits and the mother’s dietary habits on the children.

preserve vegetables for greater consumption.

Misyak SA, Serrano EL, McFerren MM, Niewolny KL, Hosig KW. Farmer's Market Access by Snap-eligible Mothers of Young Children: Barriers and Impact on Nutrition Education Programming for Cooperative Extension. VTechWorks. January 8, 2014. 1-175. Accessed October 4, 2015.

This is a compellation of data, collected from participants in SNAP and FNP as well as Associates of the SNAP and FNP programs located in Virginia, by utilizing focus groups and electronic surveys.

Self-efficacy and self-regulation abilities were reviewed pertaining to individual’s ability to achieve goals and regulate their behavior, including how their environment affected their feelings and decisions and the effect of availability, education, and programs like SNAP and EFNEP to improve eating

Surveys and focus group information was compiled and compared to studies correlating information and available resources with the actions and beliefs of participants. This was done keeping in mind the effect utilizing and improving aspects of the SCT can have on participants.

This compilation of studies found that educators in SNAP and FNP programs did not believe in a connection between farmers markets and health but that there is a correlation between community’s use of farmers markets and dietary behaviors. It also found

Based on their findings, we

expect participants to have a

better understanding of how

they can make their vegetable purchases

last so that they may increase the

return on their money from

received or purchased vegetables,

particularly from the farmers

market


habits. Participant’s feelings and barriers to utilizing farmers markets were also surveyed.

that low-income families exhibited many barriers to utilizing farmers markets including lack of education and funds.

provided by The Family Center.


LESSON PLAN TABLE

Specific 2010 Dietary or 2008 Physical Activity Guidelines for Americans emphasized: The 2010 Dietary Guidelines for Americans recommends eating 3-4 servings per day of nutrient dense foods.17

**Complete this table for each lesson developed** Lesson Title Social Cognitive

Theory Constructs Nutrition or Activity Message(s)

Learning Objectives Learning Activities Instructional Materials

Evaluation Strategies for learning objectives

Simple Food Preservation Techniques: Buying and Storing Vegetables in Season

Self-efficacy: Confidence in participant ability to preserve and store vegetables will increase after the demonstration. This is influenced by showing participants that performing these activities is easy and quick.

Reinforcement - learning the subject with other participants and The Family Center staff enables them to connect with each other and aid each other by sharing experiences. This is integrated by the other participants and The Family center staff giving positive feedback as they interact.

What season’s vegetables are produced and can be purchased at a lower price. Where vegetables can be stored to increase their lifespan.

At the end of this lesson participants will be able to identify where and how to store specific vegetables as measured by a survey given before the demonstration and week later.

Anchor: Previous experience with acquiring and storing of produce as well as instances of produce spoiling before usage.

Add: Knowledge of proper storage of vegetables after they have been acquired and brought home. Apply: As a visual example show some vegetable storage specifics by physically showing vegetables that should not be stored together such as avocados being separated from broccoli because they will cause the broccoli to spoil quicker.

Calendar style pamphlet that can be hung on the refrigerator. The pamphlet will be designed and put together by the designers Andrea Johnson and Sonja Silva (Appendices 1 and 2).

A survey will be administered to participants at the beginning of the presentation on October 27, 2015. Another Survey will be administered a week later on November 3, 2015 and the two surveys will be compared (Appendices 3 and 4). At the end of the lesson we will also conduct a question and answer session and use the audience's participation as a measure of their engagement of the subject and how useful they are finding the material taught (Appendix 6).


Lesson Title Social Cognitive Theory Constructs

Nutrition or Activity Message(s)



Away: Ask the audience to identify a fresh vegetable item or items they plan to store differently now that they know some proper storage techniques to increase the lifespan of those vegetables.

Simple Food Preservation Techniques: Freezing and drying

Self-efficacy – their confidence in their ability to preserve and store their vegetables will increase after the demonstration. This is integrated by showing the audience how quickly and easily they can perform these methods. Reinforcement - learning the subject with other participants and The Family Center staff enables them to connect with each other and aid each other by sharing experiences. This

How to freeze vegetables and herbs for long-term storage. How to dry herbs for long-term storage.

At the end of this lesson participants will be able to demonstrate using freezing and drying techniques as measured by a survey given before the demonstration and week later.

Anchor: Builds off their knowledge of previous experiences of using the freezer to preserve items for later use and their experiences of having vegetables they are not able to utilize before those vegetables spoil. Add: Techniques to be applied in the freezing of vegetables such as what is blanching, how to blanch, and freezer storage as well as drying techniques for herbs by using the

Calendar style pamphlet that can be hung on the refrigerator. The pamphlet will be designed and put together by the designers (Andrea Johnson and Sonja Silva).

An example of dried herbs using the methods discussed and an example of blanched vegetables will be shown so that audience members will be able to see what the finished product looks like (Appendices 1 and 2).

A survey will be administered to participants at the beginning of the presentation on October 27, 2015. Another Survey will be administered a week later on November 3, 2015 and the two surveys will be compared (Appendices 3 and 4).


Lesson Title Social Cognitive Theory Constructs

Nutrition or Activity Message(s)



is integrated by the other participants and The Family center staff giving positive feedback as they interact.

microwave or freezer.

Apply: They will be able to see what a freezer dried herb and microwave dried herb looks like and what a blanched vegetable will look and feel like. They will also be able to see the processing times of common vegetables in the pamphlet that we will provide. Away: Ask audience if they currently have any items at home they could apply these techniques to and how they would utilize those items later such as if they would incorporate the vegetables or herbs into a recipe.


EVALUATION TABLE

Process Evaluation (these are measures that will tie to the activities and participants you outlined in your

logic model)

Impact Evaluation (these tie to the learning objectives, behavioral intent, skill demonstrations, etc.,

listed in your lesson plan table and short term outcomes in your logic model)

Outcome Evaluation (these tie to the medium term outcomes listed in your logic model).

Definition (include

reference)

Process evaluation is a way of measuring how well a program achieved the health outcomes that

were desired. It is an action of collecting information about the program and evaluating

it. Information such as how well it reached its audience and was implemented as well as any changes

that need to be made.

Coulston AM, Boushey C, Erruzzi

M. Evalution of Nutrition Interventions. Nutrition in the Prevention and Treatment of

Disease. 2nd ed. Burlington, MA: Elsevier Academic Press; 2008:192

Impact evaluation is assessing “whether or not the observed outcomes are a result of the

intervention.”

Food and Nutrition Service.

Nutrition Education: Principles of Sound Impact Evaluation. USDA. Website. www.fns.usda.gov.

Published September 2005. Accessed November 11, 2015.

Outcome Evaluation is the judgment of the effectiveness of an intervention “based on its ability to achieve

program objectives.”

Coulston AM, Boushey C, Erruzzi

M. Evaluation of Nutrition Interventions. Nutrition in the Prevention and Treatment of Disease.

2nd ed. Burlington, MA: Elsevier Academic Press; 2008:192-193.

Specific purpose of each

type of evaluation for our project

The purpose for this evaluation in our project is to let us know if our audience is receiving of the

information and that they are using the information.

The purpose for this evaluation in our project is to assess whether our audience is using

preservation techniques as a result of our demonstration.

The purpose for this evaluation in our project is to determine whether our demonstration was effective in

encouraging the consumption and the proper storage of vegetables.

1 to 3 4-part objectives for

each type of evaluation (action, population, measure of success, time

At the end of the demonstration, we expect that 80% of the Cooking Matters participants will find the

A week after the demonstration, we expect 40% of the Cooking Matters participants will have

Three months after the demonstration (January 3, 2016) 80% of participants will have utilized the information to

http://www.fns.usda.gov/


Process Evaluation (these are measures that will tie to the activities and participants you outlined in your

logic model)

Impact Evaluation (these tie to the learning objectives, behavioral intent, skill demonstrations, etc.,

listed in your lesson plan table and short term outcomes in your logic model)

Outcome Evaluation (these tie to the medium term outcomes listed in your logic model).

frame) information useful as measured by a

question and answer session.

consumed at least one more

serving of vegetables in addition to their normal diet, as a result of our demonstration, as measured

by a survey.

preserve vegetables, as measured by

a survey.

Method/s used to measure each objective for each type of evaluation

Observation and Informal question and answer session (Summary included in appendix #6)

Survey (Proposed questions included in appendix 4 and 5)

Survey and informal question and answer session

(Proposed surveys included in appendix 4, 5, and 6)

Summary of actual results OR expected results from each type of evaluation

method described above

80% of participants expressed interest or asked questions about

preservation methods, as measured by observation (Appendix 6).

67% of participants consumed at

least one serving more of vegetables during the week as a result of being able to store them

longer, as measured by a survey (Appendix 4).

By January 3, 2016, we expect that 50% of clientele will have

increased their vegetable consumption by at least three servings a week as measured by

a survey (Appendix 5).

67% of participants demonstrated the

ability to preserve vegetables the week following the presentation of the pamphlet, as measured by a post

survey (Appendix 4).

By January 3, 2016, we expect that

100% of participants will have used some of the information in the pamphlet and 80% of participants will

have demonstrated the ability to use preservation methods in the pamphlet as measured by a survey (Appendix

5).


LOGIC MODEL

Inputs Outputs Impact -- Outcomes

Activities Participation Short Medium Long

Andrea: - Pamphlet design

- Pamphlet sections for short-term storage and in season vegetables.

Sonja: - Pamphlet sections for

freezing vegetables and drying herb

- Pamphlet Spanish translation.

- Pre and post questionnaire.

- Lesson presentation rough draft.

The Family Center staff: - Inform participants of

upcoming presentation

- Manage a time slot for presentation

Cooking Matters Clients: - Cooking Matters

attendance - Attention and participation

Andrea: Gave the presentation in English, handed out pamphlets, demonstrated examples of blanched vegetables, and conducted a question and

answer session with the English speaking

participants.

Sonja: Demonstrated examples of dried herbs, administered pre and post surveys, provided Spanish translation of the presentation, and conducted a question and answer session with the Spanish speaking participants.

The Family Center staff: Gathered participants to ensure they were aware of who we are and that we were about to begin and participated in the question and answer session.

Cooking Matters

Clients: Gave their full attention and actively participated in the question and answer session.

Our audience is a mixed

group of 9 people of

different ethnicities: 1

Asian, 3 Hispanic, and 5

white. This group

consisted of 2 males and 7

females. 44.4 % have

children at home. Their

ages range from 20-64

years of age.

Based on observation at a question and answer

session following the demonstration of our pamphlet, 80% of

participants expressed interest or asked questions about

preservation methods (Appendix 6).

On November 3, one week after the

presentation, 67% of participants consumed at least one serving

more of vegetables, 67% demonstrated the ability to preserve

vegetables, and 100% of participants indicated that they will use the

information learned in the future (Appendix 4).

By the end of January 2016, 80% of the

Cooking Matters participants will demonstrate at least

one method of preserving on a weekly basis, using

the pamphlet provided that contains instructions on how to

do so. 2. By the end of

January 2016, 50% of the Cooking Matters participants will show

that they have increased their vegetable

consumption by at least three servings per week due to their

use of preservation methods (Appendix 5).


Assumptions

External Factors)

After having interacted with The Family Center staff and participants of the Cooking Matters program we felt that they were very motivated to learn

about cooking, changing their eating habits, nutrition, and helpful life skills. Many of the Cooking Matters participants have children, and are interested in providing them with healthier food options, especially by

including more fruits and vegetables in their diets, as well as teaching them good healthy eating habits. We believe that because there is a financial need to make vegetables

last longer and purchase them at a cheaper price, this information will be well received. We have created a user friendly pamphlet that participants can post on their refrigerators as a reference when storing vegetables, and

it is our expectation that if it is accessible and perceived as useful, it will be used.

The initial environment our project exists is in the produce section at the grocery store King Soopers during a Cooking Matters session that is a

grocery store tour. This environment can be distracting due to other people in the store, however, we decided it is also an appropriate environment because participants could see the items we were discussing and take note

of prices while connecting that information to items that are in season. They have the opportunity to make connections between the vegetables they are purchasing and how they will be stored later. Participants will also be

surrounded by their peers who they have gotten to know through this program and be able to collaborate on their past and possibly future experiences preserving vegetables.

Once participants are finished with the Cooking Matters course, our project will exist in their homes and can be reviewed as needed. At this point influences on the projects effectiveness are going to be how well we

facilitated their learning and future social interactions with other parents, friends, family members, and the staff of The Family Center.


PRESENTATION

SUMMARY OF FINDINGS

REFLECTION

ACKNOWLEDGMENTS

REFERENCES

1. The Family Center/ La Familia Website.

http://thefamilycenterfc.org/?page_id=51. Accessed September 20, 2015.

2. Larimer County Food Bank. “New Fort Collins Food Share Days/Hours To Address

Food Insecurity Service Gap.” Larimer County Food Bank.

http://www.foodbanklarimer.org/news/new-fort-collins-food-share-dayshours-to-

address-food-insecurity-service-gap/. Accessed September 2015.

3. Overweight and Obesity in Colorado: data infographic. Colorado Department of

Public Health and Environment. Website.

http://www.chd.dphe.state.co.us/Weight/obesity-in-Colorado-infographic.html.

Accessed October 22, 2015.

http://thefamilycenterfc.org/?page_id=51

http://www.foodbanklarimer.org/news/new-fort-collins-food-share-dayshours-to-address-food-insecurity-service-gap/





http://www.chd.dphe.state.co.us/Weight/obesity-in-Colorado-infographic.html

http://www.chd.dphe.state.co.us/Weight/obesity-in-Colorado-infographic.html


4. Coleman-Jensen A, Rabbitt M, Gregory C, Singh A. “Household Food Security in the

United States in 2014,” U.S. Department of Agriculture, Economic Research Service.

http://www.ers.usda.gov/media/1896841/err194.pdf. Accessed September 24, 2015.

5. Hunger and Poverty Fact Sheet. Feeding America Website.

http://www.feedingamerica.org/hunger-in-america/impact-of-hunger/hunger-and-

poverty/hunger-and-poverty-fact-sheet.html. Accessed September 24, 2015.

6. Why Low-Income and Food Insecure People are Vulnerable to Overweight and

Obesity. Food Research and Action Center Website. http://frac.org/initiatives/hunger-

and-obesity/why-are-low-income-and-food-insecure-people-vulnerable-to-

obesity/. Accessed September 24, 2015.

7. Healthy Colorado: Shaping a State of Health. Colorado Department of Public Health

and Environment. Website.

https://www.colorado.gov/pacific/sites/default/fi les/OPP_2015-CO-State-Plan.pdf.

Accessed October 22, 2015.

8. King, Emily. “New Data on Colorado’s Obesity Rate.” Colorado Health Institute. 2013.

http://www.coloradohealthinstitute.org/blog/detail/new-data-on-colorados-child-

obesity-rate (Links to an external site.) Accessed September 21, 2015.

9. Children eating more fruit, but fruit and vegetable intake still too low. Centers for

Disease Control and Prevention. Website.

http://www.cdc.gov/media/releases/2014/p0805-fruits-vegetables.html. Updated

August 5, 2014. Accessed October 22, 2015.

10. Dietary Guidelines for Americans 2010. Dietary Guidelines Web Site.

http://health.gov/dietaryguidelines/dga2010/dietaryguidelines2010.pdf. Published

http://www.ers.usda.gov/media/1896841/err194.pdf

http://www.ers.usda.gov/media/1896841/err194.pdf

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http://www.cdc.gov/media/releases/2014/p0805-fruits-vegetables.html

http://www.cdc.gov/media/releases/2014/p0805-fruits-vegetables.html

http://health.gov/dietaryguidelines/dga2010/dietaryguidelines2010.pdf


December 2010. Accessed October 4, 2015.

11. Waste Reduction and Recycling Plan: On the Road to Zero Waster. Fort Collins City

Web Site. http://www.fcgov.com/zerowaste/. Published December, 2013. Accessed

October 13, 2015.

12. Larimer County Community Health Improvement Plan. Larimer County’s Web Site.

http://www.larimer.org/health/public_health_plan.asp. Published 2014. Updated

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13. Glanz E. Rimer BK. Viswanath K. Health behavior and Health Education: Theory,

Research, and Practice. 4th Ed: 169. San Francisco: Jon Wiley & Sons. 2008.

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site. http://study.com/academy/lesson/social-cognitive-learning-theory-definition-

and-examples.html. Accessed September 30, 2015.

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Behavioral Strategies for Health Eating Among Latinas. Sage

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APPENDICES

APPENDIX 1: PAMPHLET REFERENCES

1. The Kitchn’s Guide to Storing Fruits and Vegetables. The Kitchn Web

Site. http://www.thekitchn.com/the-kitchns-guide-to-storing-fruits-and-vegetables-tip-

roundup-176308. 2014. Updated June 26, 2014. Accessed October 4, 2015.

2. Food Science: Ethylene. The Kitchn Web Site. http://www.thekitchn.com/food-

science-ethylene-gas-130275. Published 2010. Accessed October 4, 2015.

3. How to Keep Fruits and Veggies Fresh. Spark People Web Site.

http://www.sparkpeople.com/resource/nutrition_articles.asp?id=1103. Published

2008. Accessed October 4, 2015.

http://www.fns.usda.gov/


4. The Cheapest Fruits and Vegetables Month-by-Month. Frugal Living Web Site.

http://frugalliving.about.com/od/foodsavings/tp/Cheapest_Produce.htm. Accessed

October 4, 2015.


APPENDIX 2: PAMPHLET PROTOTYPE (see following pages)


APPENDIX 3: FOOD STORAGE PRE-SURVEY

Pre-Survey:

Gender: M / F

Age:

Ethnicity (optional): White Hispanic Asian Black/African American

Do you have children at home? Y / N

What preservation methods do you currently use at home for vegetables? (Circle)

Refrigeration Freezing Canning Dehydrating

Have you blanched vegetables before? Y / N

Have you ever dried herbs in the microwave?

How often do you throw away vegetables because they spoiled before you could use

them?

Every day Once a week Every 2 weeks Never

Would you consume more vegetables if you knew a way to keep them fresh longer? Y /

N


APPENDIX 4: FOOD STORAGE POST-SURVEY

Post-Survey: Gender: M / F Age: Ethnicity: Hispanic White Asian African American/ Black Do you have children at home? Y / N Did you freeze any vegetables since viewing the demonstration? Y / N Did you dehydrate herbs in the microwave or freezer? Y / N Did you store any vegetables in the fridge since viewing the demonstration? Y / N

Did you store any vegetables differently using the instructions in the pamphlet? Y / N If so, what did you do differently?____________________________________________ ________________________________________________________________________________________________________________________________________________________ Did you throw out any vegetable this week? Y / N Do you plan on using the techniques in the pamphlet to store vegetables? Y / N Did you eat more vegetables this week because you were able to store them longer? Y / N If the answer was yes, how many servings (cups) of vegetables did you eat in addition to your usual diet? ______ cups.


APPENDIX 5: FOOD STORAGE POST-SURVEY #2

Post-Survey

Have you used the pamphlet on storage techniques since watching the presentation? Y/N

How many times per week do you use information you learned from the pamphlet?

How many times per week do you throw away vegetables because they went bad?

Every day Once a week Twice a week Once a month Twice a month

About how many servings of vegetables do you eat per week? _____

Do you think that your vegetable consumption has increased since learning how to store and freeze vegetables? Y/N


APPENDIX 6: OBSERVATIONS FROM QUESTION AND ANSWER

SESSION

The following observations will be used as a measure of the Simple Food Preservation Techniques presentations’ effectiveness.

Observations from question and answer session held after the Simple Food

Preservation Techniques presentation conducted on October 27, 2015:

1 participant asked multiple questions regarding whether you can do this with fruit,

how would you store/separate vegetables if you have a lot of them that should be stored on the counter, and how one bad apple will increase the spoilage rate of

other produce.

1 participant asked questions regarding blanching times and how to know if vegetables are done blanching.

3 participants asked questions regarding the drying of herbs in the microwave including which herbs are “hearty” and which are “delicate.” 1 asked if you can use

these herbs for cooking after they are dehydrated.

5 participants expressed interest in using the pamphlet and hanging it on their

fridge.

Observations from Cooking Matters session held on November 3, 2015 and during administration of the Post-Survey:

During a jeopardy game, one week after the presentation, a question was asked, “What is one way that you can save money on produce?”

One participant answered, “You can buy vegetables in bulk when they are on sale

and freeze them for later use.”

451.assignment3

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