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S16 Poster Abstracts Journal of Nutrition Education and Behavior � Volume 43, Number 4S1, 2011

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frequently than control students from these 2 ethnicitygroups. There was no significant difference in fruit selec-tion between Latino intervention and control students.Conclusions and Implications: The HOTM programappeared to promote familiarity, preference, and con-sumption of fruits and vegetables from school salad bars.Funding: Network for Healthy California.Grant Number: 64126.

P9 Cooperative Learning in Nutrition Throughthe Life Cycle: An Inside-Out Approach toClassroom InstructionL. Suzanne Goodell, PhD, RD, suzie_goodell@ncsu.edu,North Carolina State University, Campus Box 7624,Raleigh, NC 27695

Objective: To increase undergraduate student ability toachieve higher-level learning outcomes through an alterna-tive classroom teaching technique, cooperative learning.UseofTheoryorResearch:Cooperative learning, an in-structional method in which students work in smallgroups within the classroom to accomplish specific tasksand meet common goals.Target Audience: College students.Description: In this course, students were responsible forviewing/reading learning materials as presented throughlectures posted on the class Web site and the course text.Students were purposefully assigned to a 4- to 5-persongroup according to previous performance in other courses.Each group, composed of students with a mixture of aca-demic abilities, completed case study assignments duringclass time. Groups were also responsible for helping theirgroup members understand and apply academic contentas outlined in learning objectives.Evaluation: Student performance was measured throughgroup-based case study assignments and individual exam-ination grades. Students also completed a pre-post ques-tionnaire about group work. When compared withprevious semesters that followed the traditional lecturemodel of learning, students in the cooperative learningcourse were better able to answer complex problems re-quiring higher-level thinking, scored higher on case stud-ies and individual examinations, and reported greatersatisfaction with the course.Conclusions and Implications: Cooperative learningcould be used in a variety of courses to provide studentsstructured opportunities to learn from one another andto improve their problem-solving abilities. This modelcould be applied one time in the course or throughoutthe semester.Funding: None.

P10 Engaging Community Nutrition StudentsThrough an In-depth Service-LearningExperienceNatalie Cooke, BS, nkcooke@ncsu.edu, North CarolinaState University, Campus Box 7624, Raleigh, NC 27695;L. Suzanne Goodell, PhD, RD

Objective: To strengthen students' ability to apply class-room content through community engagement opportu-nities.Use of Theory or Research: Service-learning pedagogy:Engaging in service in the community while applying in-formation learned in the classroom; DEAL Model for Crit-ical Reflection: A model that allows students to criticallyreflect on their service-learning experience.Target Audience: College students.Description: Students in a community nutrition courseparticipated in a service-learning project in which they im-plemented an established nutrition education programcalled Cooking Matters. Students engaged in 7 weeks oftraining before teaching Cooking Matters classes at com-munity partner sites (afterschool programs and pre-schools). Before implementation, students learned to useBloom's Taxonomy when writing lesson plans, to incorpo-rate facilitated dialogue into all parts of the class, and toevaluate participant learning through hands-on activities.After training, students taught the Cooking Matters cook-ing and nutrition classes at community partner sites oncea week for 6 weeks.Evaluation: We assessed student learning through theircritical reflection essays that followed the DEAL Modelfor Critical Reflection. Instructors also objectively evalu-ated and provided constructive feedback of student perfor-mance through video recordings of the students teachingthe Cooking Matters classes.Conclusions and Implications: The DEAL Model al-lowed students to determine areas of their own learning;instructors were able to use this knowledge to improve stu-dent learning outcomes throughout the course of the se-mester. Instructors guiding students in service-learningexperience could strengthen student learning through ap-plication of the DEAL Model.Funding: North Carolina State University UndergraduateResearch Grant.

P11 Diet-Disease Relationship: What DoCollege Students Know?Krisha Thiagarajah, PhD, RD, kthiagar@indiana.edu,Indiana University, Department of Applied HealthScience, 116 HPER Building, 1025 East 7th Street,Bloomington, IN 47405; Mohammad Torabi, PhD;Alireza Geshnizjani, MS, MPH

Objective: The purpose of this study was to explore col-lege students' knowledge about diet-disease relationshipand dietary recommendations.Design, Setting and Participants: A purposive clustersampling technique was used to collect data from a repre-sentative sample of college students in a Midwestern uni-versity. A total of 617 college students with a responserate of 85% participated in this cross-sectional survey.The questionnaire was adopted from the previously vali-dated Nutrition Knowledge questionnaire with 25 close-ended questions and measured demographic, nutritionrecommendations, and diet-health knowledge.