Abstract
Our goal was to develop a garden literacy program tailored to undergraduate dietetic students to provide hands-on, service learning opportunities in gardening and nutrition education. A community-based participatory research (CBPR) approach was used to guide the program implementation at a local community garden. Participants (n = 12) were declared Nutrition majors, 18 years of age or older, and had limited previous garden knowledge. They completed a five-week curriculum taught by North Carolina Cooperative Extension educators. A mixed-method design was utilized which included pre/post surveys, semi-structured interviews, record keeping, filed notes, observations and photos. The process of garden implementation was evaluated using a logic model. Descriptive statistics were calculated using Excel, and interviews were coded using the Constant Comparative method by three trained researchers. A campus-community partnership was key in the development of the garden program. At baseline, average perceived knowledge of sustainability/gardening was 3.87/10 (SD = 2.59). Major benefits that emerged were increased connections to community organizations, improved self-reported vegetable intake and local food purchasing, and enhanced self-efficacy for gardening and nutrition education. Participants agreed that the garden program could help prepare them for their future careers. Although gardens are now common in K-12 farm-to-school initiatives, there is a deficit of research on initiatives targeting college-aged students and specifically dietetic students. This project is important because it can guide the incorporation of garden education into undergraduate Dietetic programs.
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