Doctor of Philosophy / Department of Hospitality Management and Dietetics / Deborah D. Canter / Junehee Kwon / Food allergies affect 1 in 25 school-aged children in the U.S., and Child Nutrition Professionals (CNPs) need more vigilance serving them. To assess CNPs’ knowledge, attitudes about food allergies including barriers to providing food allergy training, as well as current training practices; an online survey was conducted with randomly selected 1,500 CNPs nationwide. The survey instrument was developed based on focus groups, pilot-tested, and sent to the sample via email. About 24% or 340 CNPs completed the survey. Descriptive and inferential statistics including hierarchical and logistic regressions were calculated using SPSS. A majority of respondents currently provide allergen free meals in their districts (n=256). The mean food allergy knowledge score of CNPs was 31.9 (Standard Deviation=3.3) of 39. Respondents scored lowest on recognizing symptoms of food allergic reactions and understanding food allergen-related terminology. Years of managerial experience and previous food allergy training were positively associated with the knowledge scores. Most participants viewed food allergy as an important issue, but they faced challenges fulfilling last-minute allergen-free meal requests and purchasing allergen-free products. Sixty percent (n=200) did not provide any food allergy training. Of those who provided some sorts of training (n=140), the training was provided in groups (n=96), “one-on-one” basis (n=30), or combination of both methods (n=14). The employees were trained annually (n=76), once a year if they worked directly with the students with food allergies (n=52), and/or when they were newly hired (n=33). Lack of time and funding were barriers to providing food allergy training. Previous food allergic reactions and regulatory requirements served as cues to providing food allergy training. Previous food allergy training, knowledge, and self-efficacy were factors differentiating if food allergy training had or had not been provided in past 12 months. Systematic and regular food allergy training may be needed to ensure allergen-free meals are properly prepared. Food allergy training for CNPs to improve knowledge and self-efficacy may increase food allergy training at school food service establishments.

School-aged children's nutritional needs have changed from a 1946 underweight and undernourished population to rapidly increasing numbers of overweight and obese children with associated health complications. The purpose of this quantitative study was to explore leadership practices of state and system school nutrition professionals. By obtaining information regarding the past and present practices of school nutrition professionals, this researcher strove to provide insight into best practices for future leaders. Electronic mail messages linked to Kouzes and Posner's (1995) self-reporting leadership practices survey were sent to 194 Tennessee school nutrition professionals (53 state directors and 141 system supervisors). The survey had a response rate of 40.7%. Descriptive statistics and content analysis were used to analyze responses from the survey's participants. Findings of the study provided a reflection of current school nutrition professionals' leadership practices and a demographic profile of school nutrition professionals. School nutrition professionals tend to have exemplary leadership skills as measured by the LPI compared to Kouzes-Posner mean scores. Of the nutrition professionals, 68% reported plans to retire in 10 or fewer years. Current school nutrition professionals primarily come from the ranks of existing school instructional personnel. A majority of the school supervisors held associate or bachelor degrees. State directors tended to have degrees at masters or doctorate level. A small number had postsecondary professional training in nutrition and disease. Over half had some type of training in nutrition. The findings of the study resulted in several suggestions for the school nutrition professional of the future including creation of specialized degree programs and internships at the post secondary level to train future candidates for the job as school nutrition professionals. Today's school nutrition professionals' postsecondary curriculum content could be lacking essential nutrition content area and might not be reflective of the current school population's nutritional risks, needs, and best practices of preventions and/or treatments.

Indiana University-Purdue University Indianapolis (IUPUI) / Background: Online courses in healthcare programs like Dietetics have increased in availability and popularity. Objective: The purpose of this study was to investigate the connections between online learning environments and Myers-Briggs Type Indicator (MBTI) dimensions among Nutrition Professionals. This research will add to the knowledge base of educators responsible for the design and development of online nutrition courses and will enhance Nutrition Professionals’ academic and professional outcomes. Design: Semi-experimental study design. Subjects/Setting: Thirty-one Nutrition Professionals with mean age of 29 years old. All elements of the study were done online. Statistical Analysis: MBTI dimension summaries were done for descriptive statistics. Fisher’s Exact Test was used to compare frequency of MBTI dimensions in the learning modules (LM) and to analyze learning modality preference based on MBTI dimensions. Two-Sample T-Tests compared test scores for LM groups and test scores for extraverts and introverts. Paired T-Test assessed improvement in test scores related to LM preference. Chi-Square Test compared preferences for the second learning module for both LM groups. Results: The majority of participants’ MBTIs were ESFJ at 35% or ISFJ at 19%. There were more extraverts (71%) compared to introverts (29%). Both LM groups had similar MBTI dimensions. Extraverts and introverts had similar improvements in scores and LM preferences. LM groups performed similarly and in general participants preferred the second learning module they were assigned. Preference for the second LM could be because participants enjoyed the first LM and wanted to learn more information. Both LM groups significantly improved their scores (P=<.0001) in their first and second learning modules regardless of learning module design. Participants were highly motivated to learn as evidenced by their enrollment in this study and completion of 10 hours of learning modules. Motivation to learn may have been the strongest reason performance significantly improved. Conclusion: LM groups significantly improved their LM scores and learned similar amounts. MBTI dimensions extravert and introvert and preferred learning modality had limited impact on performance for this sample of Nutrition Professionals. These results indicate that motivation may be the key to increasing performance in online nutrition courses.