community center, supermarket tours for special diets, and delivering after-school programs. Evaluation: The Schwarzer’s General Self-Efficacy Scale was administered to assess self-efficacy. Conclusions and Implications: Preliminary results in- dicated that some areas of self-efficacy, such as ability to attain goals, problem solving, and coping skills, were pos- itively affected by the new community nutrition educa- tional experiences, whereas other areas were not. Perceived self-efficacy encourages goal setting, effort in- vestment, persistence in the face of barriers, and recovery from setbacks. Instructors must have an understanding of dietetics students’ influencers of self-efficacy in designing curricula. P96 Teaching and Learning With Fresh, Local Produce: From University Farm to Kids Heidi Wengreen, RD, PhD, heidi.wengreen@usu.edu; Tamara Vitale, RD, MS, tamara.vitale@usu.edu, Utah State University; Stacy Bevan, RD, stacy.lyn.bevan@aggiemail. usu.edu, Utah State University, Utah State University, 750 North 1200 East, Logan, UT 84322-8700 Objective: Dietetics students provided sensory-based learning experiences for elementary-aged children that demonstrated connections between growing and consum- ing vegetables. Use of Theory or Research: Social cognitive theory states that knowledge acquisition and behavior change can be directly related to observing others within the con- text of social interactions and experiences. This program utilized principles of social cognitive theory and provided sensory-based learning experiences designed to encourage vegetable consumption to children in large groups at a col- lege student–run organic farm. Target Audience: The target audience was second and fifth graders attending a Title I public elementary school in northern Utah during fall 2009. Description: Approximately 150 second and fifth graders traveled to the Utah State University (USU) student organic farm. USU dietetics students developed and led activities at learning stations that included plant identification and growth habits, hoop houses, composting, harvesting, and vegetable preparation and tasting. Evaluation: On a pre-field-trip survey, 54% of students stated that they ate a vegetable during the field trip experi- ence that they had not eaten before; 25% said they tried something they did not think they would like but did. More students answered a question on composting cor- rectly after the field trip compared with before the field trip (43% vs 90%). Conclusions and Implications: Elementary students were willing to try vegetables they had not eaten before and increased knowledge about basic farming techniques. Dietetics students gained basic farming and food prepara- tion skills and competence in promoting vegetable con- sumption by using interactive teaching methods. This project is funded by a Carol M. White PE grant awarded to the Cache County School District, USU Agriculture Experiment Station. P97 Vegetable Exposure and Education: Impact on Vegetable Consumption in Preschool-age Children Michelle King, MS, RD, kingfamily04@msn.com; Heidi Wengreen, PhD, RD, heidi.wengreen@usu.edu; Tamara Vitale, MS, RD, tamara.vitale@usu.edu; Janet Anderson, MS, RD, janet.anderson@usu.edu, Utah State University, 750 North 1200 East, Logan, UT 84322- 8700 Objective: This study assessed the effectiveness of school- based interventions to increase the intake of a previously novel target vegetable (jicama) among preschool-age chil- dren. Design, Setting and Participants: Fifty-two children aged 3 to 5 years and attending 2 privately owned preschools were randomly assigned to a control group (n ¼ 12) or one of 3 intervention groups: education (n ¼ 9), expo- sure (n ¼ 21), or education and exposure (n ¼ 10). Interven- tions were conducted at the preschools during designated class and snack times. Intervention: The education intervention included three 15-minute sensory-based lessons about jicama. The exposure intervention included opportunities to taste jicama every school day for 4 weeks. The education and exposure intervention included both the 15-minute lessons and the repeated tasting exposures. Outcome Measures and Analysis: A vegetable snack that included jicama was provided to students during a des- ignated snack time pre- and postintervention, and the amount of jicama consumed was recorded. t Tests were used to determine whether there was a significant change in the average amount of jicama consumed pre- and post- intervention. Results: The average amount of jicama consumed at the preintervention assessment was 0.81 pieces. Average ji- cama intake was greater at the postintervention assess- ment than it was at the preintervention assessment (þ1.1 pieces) among children in all intervention groups (P ¼ .002). No similar increase in jicama intake was observed among children in the control group (P ¼ .77). Conclusions and Implications: Sensory-based nutri- tion education and exposure may be an effective interven- tion aimed at increasing preschool-age children’s intake of healthy foods. This project is funded by the USU Agricul- ture Experiment Station. P98 Process Evaluation of School-age Program Delivery for Pennsylvania Supplemental Nutrition Assistance Program Education (SNAP-Ed) Judy Gromis, MS, RD, jcg11@psu.edu; Mary Montminy, BS, mem52@psu.edu; Christine Least, MS, RD, cml275@psu. P95 (continued) S124 Poster Abstracts Journal of Nutrition Education and Behavior  Volume 42, Number 4S, 2010 Continued on page S125