Introductory Nutrition Course Research Articles

Screening young adults for the metabolic syndrome

It has been estimated that 24% of U.S adults over the age of 20 have the metabolic syndrome (MBS). Although MBS increases the risk of coronary heart disease up to 3.0 fold, there are no specific recommendations for screening individuals for this condition. Prevalence of MBS was examined in 452 subjects, 18–25 years old, recruited from an introductory nutrition course at the Univ. of New Hampshire. Glucose (GLU), triglycerides, and HDL-C were measured by fingerstick after an 8–12-hour fast using the Cholestech LDX System. Systolic (SYS) and diastolic (DIA) blood pressures were measured in the seated position after a five minute rest period. Height, weight, and waist circumference (WC) information was self-reported. Using NCEP ATP III guidelines, MBS was determined if ≥ 3 criteria were present: abdominal obesity, hypertriglyceridemia, low HDL-C, hypertension, and/or elevated glucose. Complete biochemical and anthropometric data were available for 335 subjects; 33% (n=112) were male and 67% (n=223) were female. As compared to females, males had greater WC (33.2±3.1 vs. 30.2±3.8 in), GLU (96.0±8.2 vs. 91.8±8.8 mg/dL), SYS (130.6±11.9 vs. 116.4±11.2 mm Hg), and DIA (80.4±8.6 vs. 77.5±9.4 mm Hg); all p<0.01. HDL-C was lower among men than women (44.1±12.8 vs. 58.5±12.5 mg/dL; p<0.01). The incidence of MBS among men was significantly higher than females (23.2% vs. 6.7%; p<0.01). Overall, 12.2% of the subjects met the NCEP ATP III diagnostic criteria for MBS. Findings suggest that screening for MBS in young adults, especially in young men, is important in identifying individuals at risk for chronic disease. Supported in part by Office of Sustainability, NH Agricultural Experiment Station #11R571.

Comparing lipid profiles of college students to national recommendations

Coronary heart disease (CHD) is the number one killer in America. Though older populations have been widely studied, scant information is available on lipid profiles of college-aged persons. It is important to establish if CHD risk factors are present in this younger population. Study participants (n=478) were from an introductory nutrition course at the Univ. of New Hampshire. Complete lipid profiles were available for 411 of the 478 subjects; 145 were males (35.3%) and 266 were females (64.7%). Blood samples were obtained after an 8–12 hour fast via fingerstick and processed using the Cholestech LDX System. Mean age of males was 20.4 ± 2.72 y and females was 19.79 ± 2.41 y. Mean BMI for males (25.1 ±3.85 kg/m2) was significantly higher than mean BMI for females (22.68 ±3.41 kg/m2) (p<0.01). Mean total cholesterol and triglycerides were not significantly different between genders and were within the low risk parameter of NCEP ATP III guidelines. Mean HDL-C and LDL-C for males and females also were within NCEP ATP III’s low risk parameters, however female values were significantly better than male. Mean HDL-C for females and males were 58.67 ±12.95 mg/dL and 44.67 ±12.74 mg/dL, p<0.01, respectively. Mean LDL-C for females and males was 109.3 ±33.85 mg/dL and 121.05 ±39.36 mg/dL, p<0.01, respectively. The mean values for HDL-C and LDL-C in the male population are approaching the NCEP ATP III borderline values, < 40 mg/dL and < 130 mg/dL. HDL-C and LDL-C are independent risk factors for CHD. The data suggests that females have significantly better lipid profiles than the males even at college age. Supported in part by Office of Sustainability, NH Agricultural Experiment Station #11R571.

Dietary intakes of college‐aged students

Students enrolled in an introductory nutrition course completed a three-day food record and self-entered the data into the online diet analysis program (NutritionCalc Plus Online 2004). Results were analyzed for 423 students (19% males, 81% females) aged 18–23 yrs. whose dietary intakes were between 500 to 5000 cal/day. Subjects spanned two Dietary Reference Intake (DRI) categories (14–18 and 19–30 yrs). Mean BMI results for 18 yr old males (24.5±3.9) and females (22.2±2.6) and 19–23 yr males (25.1±3.9) and females (22.6±3.2) exceeded respective BMI reference values. Mean caloric intakes of males and females in both age groups were 79 to 87% of DRI estimated energy requirements. Mean daily calcium intakes for the 18 yr old males (1053.9 mg±413.2) and females (916.3mg±443.8) fell below DRI recommendations (1300 mg). For both sex and age categories, mean intakes of protein, carbohydrates, vitamins A, C, and folate and iron met or exceeded 90 % of the DRI; total sat intakes were within 20–35% of suggested caloric intake. Mean reported fiber intakes of 18.9–20.0/g/day for all age and sex categories did not meet any DRI. Despite the fact that some mean values fell within recommended guidelines, there were wide variations in individual intakes of nutrients. The extensive availability of nutrition software provides a unique opportunity for researchers and educators to gather college and regionally specific data that may help to discern trends and inform future campus and community health and nutrition promotion decisions. Supported in part of Office of Sustainability N.H. Agricultural Experiment Station #11R571.

Distance Delivery of Nutrition Education

Questions often arise about the quality of an educational experience in a distance format. Debate exists as to whether the relatively new format of on-line education can offer an equivalent learning experience for students, and the perception remains that virtual learning is impersonal. We examined students' experience in an introductory undergraduate nutrition course that had been remodelled as an asynchronous, active-learning, student-centred model. The investigation used the framework of instructional message design, a concept based on cognitive science principles, to highlight themes in student survey and focus group data. Results indicate that a motivating and accessible quality educational experience is possible in an on-line format through a student-centred model. Such a model provides a means to offer education to a diverse and larger audience. Further investigation is needed to determine faculty professional development needs and cost-effective ways to expand the model. Such a model provides alternatives to expand delivery to encourage interest in the field, and to provide continuing education for allied professionals and the general public.

College students can benefit by participating in a prepaid meal plan

We compared Food Guide Pyramid (FGP) intake of college students according to their participation in a campus prepaid meal plan and their sex. Subjects were 503 single undergraduates (73 males, 430 females) who completed a 3-day dietary analysis assignment for an introductory nutrition course. Average intake for virtually all students fell short of FGP recommendations. We examined the difference between students’ mean intake of foods from each FGP group and the recommended intakes. When compared with other student categories and food groups, male meal plan participants’ vegetable and meat intakes were closer to recommended intakes, and meal plan participants’ and females’ fruit intakes were closer to recommended intakes. However, nonparticipants were closer than participants to recommended grain intakes. Participation in the prepaid campus meal plan appears to offer modest nutritional benefits to students through increased servings of foods from fruit, vegetable, and meat groups.

Determination of impact of a computer assisted instruction program on food safety knowledge and habits of college students in an introductory nutrition course

Determination of impact of a computer assisted instruction program on food safety knowledge and habits of college students in an introductory nutrition course

Attitudes and Practices of College Students Regarding Dietary Supplement Use

A survey was designed to determine college students’ (1) beliefs regarding the safety and effectiveness of dietary supplements and (2) frequency of supplement use. The survey was administered to students enrolled in an introductory nutrition course at a large, mid-Atlantic university. Thirty-seven students completed the survey (a response rate of 88%). The results of the survey showed that the strongest consensus among the students (68%) was that supplements do not facilitate weight loss. The weakest consensus was observed in the belief that supplements are required by law to be proven safe for consumer use. Forty percent of the class (15 students) used dietary supplements at least once per week. This rate of supplement use was similar to other survey studies conducted with college students and the adult population. However, with the rapid expansion of the supplement market during the current decade, the types of supplements used differed from previous survey studies. The most popular supplements used were multivitamin/mineral supplements, vitamin C, Echinacea, and calcium, respectively. Sixty percent of supplement users (nine students) used herbal supplements in conjunction with conventional vitamin and/or mineral supplements. This preliminary study demonstrates areas for further research to measure students’ perceptions as dietary supplement consumers and the rates of conventional and unconventional supplement use. Further studies may also examine the influence of an introductory nutrition course on these variables.

The Influence of Nutrition Education on the Dietary Intake and Percent Ideal Body Weight of College Students

Sixty-one students, enrolled in an introductory nutrition course maintained a two-day food record at the start and then again at the end of a semester. Change in nutrient intake for each student was calculated using the NutriQuest diet analysis program. As explanatory variables, student data was also collected on age. gender, height (self-reported), weight (self-reported), self perceived assessment of own diet at start of course, weekly dollars spent on food, and place of residence. The grade that the student received in the course was also recorded. Using change in nutrient intake, change in weight, and progress towards ideal body weight as dependent variables, multiple regression analysis was used to determine if grade received in the course (holding all other explanatory variables constant) significantly influenced the different dependent variables. Of most interest is the significant finding (p < 0.03) that a one-unit increase in grade received in the course (i.e., from a 3.0 to a 4.0), holding other explanatory variables constant, resulted in 1.5 percent improvement towards ideal body weight. Other significant findings (p < 0.10) related to student achievement was that among identical students in respect to the other explanatory variables, the ones who received higher grades increased their intake of iron and decreased their intake of vitamin C and calcium. Grade had no other significant effects on the other dependent variables considered. These results provide evidence that students with a stronger mastery of the nutritional knowledge provided in a college introductory course are more likely to move toward their ideal body weight in the short duration of a semester. Further improvements towards ideal body weight after the semester ended were not measured, but may be more likely for students who did better in the course. Though with the exception of iron consumption, there is little evidence that performance in such an introductory course exerts an influence on nutrient intake.

Are College Students Taking an Introductory Nutrition Course Following the Dietary Guidelines for Americans?

Compliance of 1,254 undergraduate students in following the “Dietary Guidelines for Americans” (DGA) was studied using a self-recorded 5-day food record, and computer dietary analysis. The students completed the EAT-40 to measure abnormal attitudes or behaviors associated with food intake and body image. Data were collected when the sample was enrolled (once) in an introductory nutrition course between 1993 and 1997. Females comprised 75% of the sample, and 55% of the sample were required to complete the course as a part of their major. Students voluntarily completed the EAT-40 in week 2 (Garner & Garfinkel, 1979), and a 5-day food record (as a homework assignment) in the 12th week. Data analysis of EAT-40 scores showed that 17.5% of the women (n=l65) and 3.9% of the men (n=12) had EAT-40 scores ⩾ 30, which indicated abnormal eating attitudes and behaviors. Female EAT-40 scores were higher (p<.0001) than males. Analysis of the 5-day self-reported food records showed that the men consumed more calories (p<.0001) and had higher BMIs (p<.0001) than the women. Correlation analysis showed a weak relationship (r=0.2) between BMI and caloric intake. Five-day averages for iron, zinc, and calcium consumed by the subjects were compared to Daily Reference Intakes (DRI). Men met the DRI for iron and calcium, but not zinc. The women as a group did not meet the DRI for iron, calcium, or zinc. As a group, men consumed 30% of their calories from fat, while women consumed 27% of their calories from fat. The study concluded that the sample was meeting the DGA for fat intake (⩽30% of calories from fat), but were not meeting the DGA or DRI for measured minerals. Lack of mineral intake of the women and zinc for the men have chronic disease potential. Introductory nutrition courses need to stress and illustrate how to eat for health. Food attitudes, behaviors, and eating disorders should also be a class focus.

Modification of an Introductory Nutrition Course to Meet University General Education Criteria

An introductory nutrition course serving over 700 students annually was modified for inclusion in a new university-wide general education program. Approved courses are required to incorporate an active learning environment, provide an experiential context for the subject matter, and foster opportunities to connect ideas across disciplines. Course format includes multimedia presentations; individual and group projects; use of a listserv, selected websites, and interactive software; and televised review sessions. The content of introductory nutrition courses is ideally suited for university general education for the following reasons: course content stimulates critical thinking as students learn how to make intelligent, informed, and independent food choices; reflection on food experiences personalizes nutrition concepts and enhances application to daily life, and the interdisciplinary nature of nutrition allows students to integrate content from many fields and to appreciate the universality of food in human experience. Course modification requires understanding of and commitment to the university's stated philosophy of general education, followed by experimentation with instructional methods appropriate for class size and technology-enhanced settings. The pedagogical process involved can lead to creative presentation of content, capturing students’ attention and encouraging consideration of nutrition as a career.

The Use of Computer Communication Technology in a College-Level Introductory Nutrition Course

Computer communication applications such as electronic mail and the Internet are changing the field of education. However, the use of these applications is just emerging in nutrition education. Because computer technology has been reported to enhance the learning of college students, it is important to identify new strategies to incorporate this medium into the classroom. The use of a computer communication application called an Internet newsgroup, described as an electronic bulletin board, was implemented in a large college-level introductory nutrition course for the fall semester of 1997. The goal was for this communication technology to increase student discussion and participation in the larger sections of this course offered at the university. Four-hundred and forty college students enrolled in 2 sections of the introductory nutrition course were required to send messages weekly for 5 weeks to their assigned newsgroup asking a nutritionally relevant question of interest to them. Students were also required to complete 4 Internet based assignments, in which they were asked to find nutrition related articles or pages on the Internet, evaluate the credibility of the information, and report their findings to the newsgroups. There were a total of nine newsgroups for the students enrolled in the course, with each newsgroup having a senior dietetics major serving as a mentor to answer the questions sent by students. The implementation of this communication technology may serve to enhance the learning of college students enrolled in a nutrition course by providing them with answers to their nutrition questions and by allowing them to explore nutrition information available on the Internet. This also allows nutrition educators to incorporate computer communication technology into the classroom.

Effects of a College Nutrition Course on the Eating Attitudes and Behaviors of Traditional College-Age Students

The EAT (Eating Attitudes Test) was administered to 299 college students (225 females, 74 males) who were taking an introductory nutrition course during the first week of classes and again during the 15th week of classes. Results were tabulated for both the eat-40 and the EAT 26 versions of the test. The EAT had not been reported as previously being administered in a pre-test vs. post-test fashion in a non-clinical setting prior to the current study. A score >29 on the EAT-40 and >19 on the EAT-26 is considered symptomatic for an eating disorder. The study showed that females scored significantly higher than the males on the EAT-40 (p<.006), and on the EAT-26 (p<.0001). However, there were no significant differences by gender in pre-test versus post-test EAT-40 or EAT-26 scores. For the three subscales of the EAT-26, only the Dieting subscale showed significant differences (p<.0001) between males and females, with females scoring higher. Repeated Measures ANOVA showed only significant differences between gender and time on the EAT-26. Pearson's correlation of symptomatic EAT scores with BMI was not significant. It was concluded that a high prevalence of eating disorders existed on the college campus, and that the nutrition education had little, if any, impact on the EAT scores of the students from pre-test to post-test. It was also concluded that the EAT may not be the best measure for determining the effectiveness of nutrition education on the eating attitudes and behaviors of a non-clinical sample of college students. It was proposed that there is a need for an assessment tool designed to look not only at food attitudes and behaviors, but also food intakes and food frequencies, in order to better assess subjects from non-clinical samples.

Perceived Reliability Of Selected Nutrition Information Sources and the Utilization of Those Sources by College Students.

Perceived reliability and the extent to which various sources of nutrition information are utilized have not been examined. Students enrolled in introductory nutrition courses at a large urban university (n=161), land-grant university (n=238), and private university (n=326) in Texas were asked to participate. Subjects (n=725) completed a questionnaire which assessed the perceived reliability of 27 nutrition information sources using a 5-point Likert scale (1=very reliable to 5=very unreliable). The extent to which those sources had been consulted for nutrition advice within the previous three-month period also was investigated. Comparisons between male and female subjects and among subjects by university were investigated using Student's T-test and ANOVA, respectively with SPSS. Subjects rated the registered dietitian (RD), physician, nurse, personal trainer, pharmacist, and food labels as “reliable” sources of nutrition information. Massage therapists, home economists, acupuncturists, and television programs were rated, on average, as “unreliable”. However, females identified home economist, the Internet, nurses, pharmacists, and religious/spiritual groups as being a more reliable compared to their male counterparts (P<0.05). Despite the perceived reliability of the RD, only 6% of subjects consulted a RD for nutrition advice within the previous three-month period. Many sources of information were utilized more often than the RD including popular nutrition books (21%), coach (16%), health food store employee (18%), the Internet (14%), fashion magazines (41%), physician (24%), pharmacist 15%, and personal trainer (17%). Results of this study raise several questions: 1) How accessible are RDs to college students? 2) Why is the perceived reliability of RDs coupled with a low usage rate? and 3) How reliable is the nutrition information provided by these less reliable but often used sources?

A Descriptive Evaluation of the Use of Internet Newsgroups as a Supplement to a Basic Nutrition Course at a Large University

The Information Technology Department and the Nutrition and Dietetics Department combined forces to create an unusual adaptation of Internet newsgroups. Special computer configurations enabled researchers to establish nine newsgroups accessible to students via the World Wide Web. Students (n=450) enrolled in an introductory nutrition course were assigned to a newsgroup. Upper-class nutrition students were used as mentors for the newsgroups. Students participated by posting weekly questions or assignments relating to nutrition to their newsgroup. Mentors were responsible for replying to posted questions and monitoring group discussions. To assess the effectiveness of this format, evaluations were developed for mentors and students. Attitudes toward the newsgroup were overwhelmingly positive for the mentors. They viewed their experience as valuable pre-professional practice and an excellent opportunity to solidify their nutrition knowledge. Mentors unanimously recommend being a mentor. Analyses of student evaluations showed significant relationships between the frequency of participation and attitudes toward the newsgroup. Students who participated on a weekly basis indicated that as a result of the news-group they felt more involved in the class, will change a behavior due to information gained from the group and/or would recommend this format to other large classes. These findings suggest Internet Newsgroups have a promising role in the classroom.

Evaluation of a Computer-Assisted Instructional Component in a College-Level Nutrition Course

The effectiveness of computer-assisted instruction (CAI) in nutrition education was evaluated by determining if a CAI program designed to reinforce class lectures and available on disks and the university network was associated with higher cognitive achievement test scores. Students’ opinions concerning the helpfulness, advantages, and disadvantages of such a program were also assessed. Our CAI program was available to 243 students in four sections of an introductory nutrition course. Students could use the CAI program for any amount of time. There were 160 users and 83 nonusers. A valid and reliable cognitive pretest–post-test, an attitude assessment, and a demographic and opinion questionnaire were used. Differences in pretest–post-test scores were analyzed by two-way analysis of variance. Internal consistency of the attitude assessment instrument was determined using Cronbach's alpha test. Users of the CAI program had higher pretest–post-test gain scores than nonusers. Eighty-seven percent of the students thought that the program was useful or very useful; 78% thought that it improved their grades. Students’ attitudes were positive toward use of computers and, generally, improved with use of the program. We concluded that class material in a computerized format available on disks and a network is useful for improving performance of students in a college-level, introductory nutrition course.

Multi-Media Computer Programs in Nutrition Education

LEARNING OUTCOME: To identify factors associated with multi-media computer programs which enhance learning. Use of computers as educational tools has increased rapidly during the past few years. Some types of computer programs may increase learning more effectively than others. With multi-media programs emerging as one of the newest educational tools, it is prudent to determine whether there are beneficial aspects of these types of programs versus conventional programs. In this study, students in two sections of a college-level introductory nutrition course were randomly assigned to either a drill-and-practice program (n=90) or multi-media CD-ROM program (n=91). Nutrition knowledge was assessed in both groups by the same 40-point objective test to obtain pretest and posttest data. Students completed eight computer modules related to nutrition: digestion, carbohydrates, protein, lipids, macrominerals, microminerals, fat-soluble vitamins, and water-soluble vitamins. During the study, the amount of time each student spent on the computer was automatically logged by the computer with data accessed at the end of the study. Analysis of covariance indicated no difference in mean posttest scores between the two groups, with both groups answering 68% of the questions correctly. Using a t-test for analysis, there was a significant difference (p < 0.05) between the two groups in the amount of time spent on the computer, the drill-and-practice group averaged 6.5 hours versus the multi-media CD-ROM group which averaged 2 hours. These results suggest that one beneficial aspect of multimedia computer programs is an enhanced learning pace which may be related to the components of multi-media programs (audio, video, and graphics). Integration of these various learning mediums may promote more interaction between the student and the information processed.

Acquisition of Nutrient Composition Knowledge—A Limited Retention Phenomenon

LEARNING OUTCOME: Participants will recognize advanced nutrition students exhibit only a small increment in food composition knowledge compared to beginning students. Registered dietitians must acquire and retain information about nutrient composition to effectively and quickly interact with clients regarding nutrient choices. Traditionally, students gained knowledge about nutrient composition through course work and applications such as dietary analyses, menu planning, and label comparisons. The purpose of this study was to determine the differences in ability to recall and manipulate nutrient composition data of beginning and advanced nutrition students at six locations across the country. Students completed a 32 item multiple choice test on vitamin A, folic acid, calcium, and iron. The test was developed in Fall 1996 and administered early in 1997 to 472 students, 393 beginning and 129 advanced. Mean scores at the six institutions ranged from 9 to 11 for beginning students and 14 to 15 for advanced. The mean score for all beginning students was 10 ± 3, or 31 ± 10% (mean ± standard deviation); advanced students scored 14 ± 3 (p<0.001), or 44 ± 9%. The low score for advanced students, who have completed introductory nutrition and food science courses, may indicate limited acquisition or retention of nutrient composition knowledge. It is possible that alternate instructional methods, more attention to repetition of major themes, or additional applied experience could enhance acquistion and/or retention of knowledge. Funded in part by USDA Higher Education Challenge Grant.

The Testing of a Theoretical Model: Effect of a Nutrition Course on the Dimensions of Knowledge, Attitude and Behavior Relative to Diet/exercise and Cardiovascular Disease Relationship

LEARNING OUTCOME: Identify the effect of a nutrition course on dimensions of knowledge, attitude and behavior relative to the diet/exercise/cardiovascular disease relationship.We tested a multidimensional approach to evaluating knowledge, attitudes/beliefs; and behavior relative to the relationship of diet/exercise to cardiovascular disease development, to better identify specific targets and strategies to successfully effect change in eating/ health behavior. We evaluated the change in dimensional scores pre and post an introductory nutrition course offered as a non lab science core course. Fifty -two non-nutrition students (24 males and 29 females, mean age 21 years) volunteered. We compared scores on questionnaire questions (Reliability = knowledge Test/retest .67; Cronbach alpha for attitude .81 and behavior .81) reflecting two dimensions of knowledge ( Knowledge of theory of the diet/exercise/heart disease relationship, and Knowledge of specific food choices and actions which support heart health); five dimensions of attitudes/beliefs including self efficacy, and locus of control; and two of behavior (Actual food choices, and Heart health promoting actions). We found a significant (p< .046) increase in the knowledge of theory dimension score; and that females showed a slight increase in the attitude dimension, locus of control, while males showed a slight decrease resulting in a significant (p< .028)difference between their post course scores, and a two point increase in females’ behavior food choice dimension score (not significant). Overall scores masked the differences in dimensional scores. Results suggest that 1)a didactic course has less affect on the knowledge of specific food choices or appropriate heart healthy actions than on theory, and supports experiential learning focussing on food composition, preparation and selection as components of an education program; and 2) females seemed to gain a slightly more positive attitude about their ability to take responsibility and make changes. Conclusion: A multidimensional approach can provide valuable information which can facilitate planning nutrition prevention and treatment programs.

Quantitative Use of the Food Guide Pyramid to Evaluate Dietary Intake of College Students

Objectives To evaluate the usefulness of the Food Guide Pyramid as a quantitative tool for assessing nutritional adequacy and quality. Design One-day food records (n=2,489) were assigned food group scores (1 through 5) by two systems. System 1 recorded the number of food groups on a given record that included the minimum number of servings suggested by the Food Guide Pyramid. System 2 recorded the number of food groups in the Food Guide Pyramid for which at least one serving was included. The food records were further evaluated by mean adequacy ratio (MAR) for iron, calcium, magnesium, vitamin A, and vitamin B-6 (MAR-5 score) and percentage of energy contributed by fat and sugar. Sensitivity and specificity of the food group scores to predict nutritional inadequacy were determined. Subjects College students (n = 2,489) attending introductory nutrition, foods, and health-related courses at a mid-western university. Statistical analyses Student's t test, χ 2 test, Dunnett's multiple mean comparison test. Results A food group score of 5 was given to 11% and 35% of the diet records by systems 1 and 2, respectively; MAR-5 scores of 75 or greater were given to 70% of the records. Only 4% of the diets contained both 30% or less and 10% or less of energy from fat and sugar, respectively. Both scoring systems can be used as a quantitative tool for screening nutritional inadequacy with high sensitivity (correctly classifying nutritionally inadequate diets) but with a moderate to low specificity (correctly classifying nutritionally adequate diets). J Am Diet Assoc. 1996; 96:453-457.

Food guide pyramid recommendations: Does fast food consumption have an affect on meeting the goals for fruit, vegetable, and grain intake in the collegiate population?

The objectives of this study were to analyze the reported eating habits of college students (CS) to determine if they met the guidelines for fruit (F), vegetable (V), & grain (G) food groups as recommended by the Food Guide Pyramid; & if their consumption of fast food affected their intake of GVF. One hundred twenty-four college students (47% female, 53% male) in an introductory nutrition course completed the study questionnaire. The survey addressed fast food intake, & amount of servings of FVG consumed daily. Frequency distributions were utilized to analyze whether or not CS (male and female) met the requirements for FVG intake as defined by the Food Guide Pyramid. Responses indicated that 22.6% of the students consumed 6–11 servings or more from the G group daily, 42.0% consumed 3–5 servings or more of V daily, & 66.9% consumed 2–4 servings or more of F daily. Females consumed a larger percentage from F & V than males, & males consumed a larger percentage of G products. Three point-biserial correlations were used to determine relationships between the number of fast food meals consumed & the adequacy of intake of FVG consumed by CS when the school semester is in session. Adequacy was defined as 6–11 servings of G, 3–5 servings of V, & 2–4 serving of F. Significance was tested at the p = < .05 level. The results demonstrated that students who had inadequate intakes of FVG had more frequent visits to fast food restaurants, however, the relationships were not significant. While no significant relationships were found, these observations of food intake patterns can be useful in the development of educational programs for college student populations. Education may help students change their food intake practices, improve their nutrient intake, & reduce their risk of chronic disease.