Objectives The aim of this study was to explore the impact of a six-week culinary nutrition module for dietetics students. Methods This six-week culinary nutrition module included lectures, discussions and hands-on practice in culinary techniques and their application to a chronic kidney disease case study. Qualitative coding of written reflections was used for thematic analysis of students’ experiences. Results Following the module, dietetics students reported increased confidence in their culinary skills and their ability to prepare meals that are fulfilling from both a culinary and nutritional perspective. Conclusions Based upon the results of this exploratory study, increased integration of hand-on culinary experience into dietetics education may be beneficial. Funding Sources N/A.

Objectives We hypothesize that a culinary-focused summer internship for nutrition undergraduate students will increase their will and capacity to work in community settings to promote healthful and culturally appropriate eating patterns. This approach brings together the strong foundational science knowledge of nutrition, the art of culinary, and the interface of food, culture, and health. The specific aims include: • Increase knowledge of culinary aspects of ancient whole grains in mixed dishes • Increase knowledge of culinary wellness and aspects of working in a multicultural community • Transdisciplinary opportunities to better understand food environments • Transferable skill development Methods The Accreditation Council for Education in Nutrition and Dietetics (ACEND) identified significant gaps in nutrition education related to culinary and culture. By creating a three-prong approach consisting of nutrition, culinary, and community, students can better understand the interaction between food, health, and culture. While practical cooking experience provides the foundation, it is insufficient for dietitians to be effective with clients especially related to unfamiliar foods and dishes. Four nutrition undergraduate students, two nutrition graduate students, and a local community chef participated in a 13-week summer internship. There were 6-weeks of virtual culinary modules followed by a week of training in a commercial kitchen. Students used culinary techniques to create ancient whole grain dishes, replace salt with spice combinations, and practiced plating techniques. Students used their new knowledge in a community tasting event and to facilitate peer-to-peer teaching in an undergraduate course. Results Using thematic analysis, photovoice, video transcripts, student notebook analysis, and final reflections, themes emerged in increased confidence in the kitchen and increased ability to create recipes that meet sociocultural norms and dietary guidance. Further, students were able to use culinary terms, concepts, and practices to teach peers about the interface of culinary arts and nutrition. Conclusions The nutrition student benefits from culinary arts experiences as it bridges nutrition science content and an understanding of consumer-related messages. Funding Sources University of Minnesota Department of Food Science and Nutrition.

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Objectives We examined the feasibility and effectiveness of a project-based nutrition curriculum during an academic year to enhance undergraduate professional skill development and application of nutrition content. Methods Current approaches in nutrition higher education are traditionally rich in disciplinary content. However, complex social problems including food insecurity, diet-related diseases, and obesity require student-centered pedological approaches utilizing critical thinking and problem solving to connect course content with food, culture, and health. Often nutrition undergraduate students are not exposed to interdisciplinary teams and student-led projects that span an academic year to address wicked problems. As a result, students may enter the workforce unprepared for the challenges associated with interdisciplinary teamwork and real-world problems. To address gaps in higher education curricula, we developed sequential food and nutrition management courses with transferable skills explicitly embedded. During an academic year, 32 nutrition undergraduate students were introduced to complex social problems related food, culture, and health. Through scaffolding, instructor facilitation, and professional advisors, students developed and managed food and nutrition solutions to address complex social problems. Using reflective practice and friend-in-dialogue, we were able to assess student acquisition of professional skills. Students prepared self-assessments and peer evaluations which were then compared with observational notes to guide sequential activities to support meaningful and relevant experiences. Results Using thematic analysis, the themes that were identified include skill development in communication, teamwork, dealing with uncertainty, and appreciation for personalized education that is often unexpected in a large university class. However, students struggled with time management, scheduling conflicts, and asking for help in uncertain situations. Conclusions Overall students were satisfied with their experience in an academic year project-based course. The course met pedological expectations for engaged student learning; however, students struggled with internal and external conflicts and expectations toward grades versus life-long learning. Funding Sources None.