@article{ajfn20261433,
author={{Webb, Karen L and McLean, Crystal and Moore, Aaron and Powell, Kimberly and Linder, Amy and Harrington, Cherise B. and Wilson, Bertha Nikki and Linate, Carmen and Campbell, Doris and Hill, Kyla and Henry, Tamara and Doherty, Irene A.},
title={From Formative Research to Fuel & Fit: An Interdisciplinary Approach to Developing Cooking, Nutrition, and Physical Activity Workshop Series for University Students},
journal={American Journal of Food and Nutrition},
volume={14},
number={3},
pages={114--119},
year={2026},
url={https://pubs.sciepub.com/ajfn/14/3/3},
issn={2374-1163},
abstract={<b>Objective:</b> To describe the interdisciplinary process used to develop Fuel &amp; Fit, a student-informed cooking, nutrition, and physical activity intervention for university students.<b> </b><b>Design: </b>Fuel &amp; Fit was developed using findings from prior formative research conducted as part of the broader BeFAB-HBCU initiative. The development process also incorporated interdisciplinary expertise, relevant literature, theoretical guidance, and consideration of available university resources.<b> </b><b>Methods: </b>Formative findings on students¡¯ eating patterns, food affordability, cooking resources, and barriers to physical activity were used to guide intervention development. An interdisciplinary team representing nursing, nutrition sciences, kinesiology, public health, and research reviewed these findings and contributed to decisions regarding workshop content, sequencing, food preparation activities, physical activity, and delivery. Social Cognitive Theory, experiential learning, and eating competence principles informed development. Campus space, equipment, food costs, and feasibility for university students were also considered in developing the curriculum. <b>Results: </b>The development process yielded an eight-session Fuel &amp; Fit workshop series that integrates hands-on cooking, nutrition education, food safety, and accessible physical activity. Sessions were structured to build skills progressively, beginning with greater guidance and moving toward increased participant application and independence. <b>Conclusion: </b>Developing Fuel &amp; Fit demonstrated that translating formative findings into an intervention required more than identifying student needs. Interdisciplinary collaboration, adequate planning time, appropriate facilities, available resources, and attention to feasibility were important in moving the intervention from concept to a deliverable workshop series. These lessons may help guide the development of similar nutrition and physical activity interventions for university students.},
doi={10.12691/ajfn-14-3-3}
publisher={Science and Education Publishing}
}