@article{jfnr20261481,
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={Using Formative Research to Develop Cooking, Nutrition, and Physical Activity Workshop Series for University Students},
journal={Journal of Food and Nutrition Research},
volume={14},
number={8},
pages={178--184},
year={2026},
url={https://pubs.sciepub.com/jfnr/14/8/1},
issn={2333-1240},
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.},
doi={10.12691/jfnr-14-8-1}
publisher={Science and Education Publishing}
}