Using Formative Research to Develop Cooking, Nutrition, and Physical Activity Workshop Series for University Students

Karen L Webb^1, , Crystal McLean², Aaron Moore³, Kimberly Powell², Amy Linder⁴, Cherise B. Harrington⁵, Bertha Nikki Wilson³, Carmen Linate³, Doris Campbell³, Kyla Hill³, Tamara Henry⁶ and Irene A. Doherty³

¹Department of Nursing, North Carolina Central University, Durham, NC 27707, USA

²Department of Nutrition Sciences, North Carolina Central University, Durham, NC 27707, USA

³Department of Biotechnology Research Institute, North Carolina Central University, Durham, NC 27707, USA

⁴Department of Kinesiology and Recreation, North Carolina Central University, Durham, NC 27707, USA

⁵Department of Public Health Education, North Carolina Central University, Durham, NC 27707, USA

⁶Department of Prevention and Community Health, The George Washington University, Washington, DC 20052, USA

Cite this paper:
Karen L Webb, Crystal McLean, Aaron Moore, Kimberly Powell, Amy Linder, Cherise B. Harrington, Bertha Nikki Wilson, Carmen Linate, Doris Campbell, Kyla Hill, Tamara Henry and Irene A. Doherty. Using Formative Research to Develop Cooking, Nutrition, and Physical Activity Workshop Series for University Students. Journal of Food and Nutrition Research. 2026; 14(8):178-184. doi: 10.12691/jfnr-14-8-1

Abstract

Background The transition to college is associated with changes in dietary and physical activity behaviors that may increase the risk of weight gain and chronic disease. However, campus health programs may not always reflect students identified needs and preferences. This study examined how formative findings from the broader Be Fit, Active, and Balanced project were used to inform the development of an in-person cooking, nutrition, and physical activity workshop series. Methodology and Principal Findings Data were drawn from a prelaunch cross-sectional assessment of 170 students attending a public university in the southeastern United States. The assessment examined eating habits, meal patterns, food access and insecurity, and physical activity preferences. An interdisciplinary team reviewed the findings and translated identified needs into decisions about workshop content, hands-on activities, and delivery strategies. Nearly half of students reported eating only two meals per day, and 62% consumed one or two servings of fruits and vegetables daily. Students also reported challenges affording food, limited use of available food resources, frequent reliance on fast food, and limited access to kitchens. These findings informed the inclusion of low-cost nutrition strategies, familiar foods, cooking activities appropriate for limited food preparation resources, strategies to increase fruit and vegetable intake, and information about campus food resources. Physical activity findings supported flexible options that accommodated students’ schedules and preferences for both independent and social activity. Conclusions and Significance Formative findings provided a foundation for workshop development and demonstrate how student-informed needs assessment data can be translated into the content and delivery of campus-based health promotion programming. This approach may inform similar program development efforts at other institutions.

Keywords:
formative research program development nutrition education physical activity cooking skills and college students

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