P104 Guided Inquiry-Based Learning and the Date Label/Milk Waste Conundrum

Abstract

Objective Review an innovative active learning activity with a self-reflecting essay that connected an everyday food shopping experience of reading a date label to decisions about milk drinkability. Use of Theory or Research Connecting class topics to relevant issues promotes learning when using a guided inquiry in which students conduct a structured investigation that scaffolds understanding of how to collect evidence, interpret results, and evaluate conclusions. Target Audience Texas undergraduates in an introductory nutrition course (Fall 2018) self-selected an extra credit exercise where they interviewed friends, analyzed comments, and wrote a self-reflection essay. Program Description Instructions were provided on recruiting subjects and how to ask open-ended questions about locating date labels on cartons, using date labels when shopping, and drinking milk from a past-dated carton. Directions included how to systematically analyze comments and write a self-reflection essay on date labeling and perceptions of milk drinkability. Evaluation Methods A rubric measured essay reflective thinking, critical analysis, and evidence of connections between the interview experience and personal views. Results Essays scored high in all categories. Students were engaged and wrote that the “project really opened my eyes to views on something as simple as milk” and reflected on “people viewing the expiration date as the day it's no longer drinkable.” Conclusions Guided-Inquiry Learning engages students and builds confidence in conducting interviews, systematically analyzing comments, and writing a self-reflection essay on consumer perceptions of date labels and milk perishability. Funding University of North Texas.