NACTA Journal • Nov 2019 - Oct 2020 174 Increasing Food Literacy Among Increasing Food Literacy Among College Students College Students S. Bevan 1 H. Wengreen 2 X. Dai 3 Utah State University Logan, UT Abstract The aim of this pilot study was to determine the impact on food literacy among college students when enrolled in an undergraduate food literacy course. Students enrolled in Food Literacy between spring 2015 and spring 2017 completed pre- and post-course online surveys designed to measure knowledge, attitudes, and behaviors related to food literacy at the beginning and end of the semester. Factor analysis was conducted on 18 survey questions and four factors were identified (1. Confidence of knowledge and role within the food system; 2. Concerns with natural foods; 3. Food preparation and cooking skills; 4. Food purchasing and preparation behaviors). Linear effects mixed models were used to examine differences in factor and question scores over time. Ninety-three students completed both pre- and post-course surveys. Factor scores 1-3 increased over time (p<0.001 in all cases). Factor 4 lacked internal consistency and its three questions were analyzed separately. Participants reported preparing more frozen and partially prepared food at the end of the semester as compared to the beginning (p=0.05). A Food Literacy course may be an effective way to increase food literacy among college students. Future studies determining effect on dietary choices, utilizing a control group, and a standardized tool are needed. Introduction Food literacy is a concept that was formerly introduced by Jones (1992) in the 1990s, though not much had been published on it until the last several years. Despite the fairly recent surge in literature on this topic, articles aimed at delineating food literacy lack consensus (Palumbo, 2016; Truman et al., 2017). One literature review discovered 38 novel definitions for food literacy among 67 full-text articles (Truman et al., 2017). The most common definition cited in the literature by Vidgen and Gallegos (2014, pg. 54) defines food literacy as “the scaffolding that empowers individuals, house-holds, communities or nations to protect diet quality through change and strengthen dietary resilience over time. It is composed of a collection of inter-related knowledge, skills and behaviours required to plan, manage, select, prepare and eat food to meet needs and determine intake.” Other researchers have developed various themes to encompass the breath of food literacy (Vidgen and Gallegos, 2014; Thomas et al., 2019; Truman et al., 2017). Major themes or components include food skills and behaviors, food and nutrition knowledge, self-efficacy and confidence in food and cooking, ecologic factors including food system complexities and social determinants of health, and food decisions (Vidgen and Gallegos, 2014; Thomas et al., 2019; Truman et al., 2017). Food literacy and its components have also been viewed under the framework of Nutbeam’s health literacy model (Nutbeam, 2000) which is comprised of three levels: functional, interactive, and critical literacy (Palumbo et al., 2017; Pendergast et al., 2011; Slater, 2013; Slater, 2017; Velardo, 2015). Functional literacy includes the ability 1 Stacy Bevan, MS, RD, Professional Practice Associate Professor, Utah State University, 8700 Old Main Hill, Logan, UT 84322; Phone: 435-797-8122; Stacy.bevan@usu.edu 2 Heidi Wengreen, PhD, RD, Professor, Utah State University; 435-797-1806; Heidi.wengreen@usu.edu 3 Xin Dai, PhD, Statistician, Utah State University; 435-797-9267; Xin.dai@usu.edu Acknowledgements: The authors acknowledge Kristi Spence for project support. There was no funding for this study. This study was completed according to protocol (irb- 6689) approved by the Institutional Review at Utah State University. Work was completed at Utah State University.