Soil health and nutrient density: preliminary comparison of regenerative and conventional farming.

Several independent comparisons indicate regenerative farming practices enhance the nutritional profiles of crops and livestock. Measurements from paired farms across the United States indicate differences in soil health and crop nutrient density between fields worked with conventional (synthetically-fertilized and herbicide-treated) or regenerative practices for 5 to 10 years. Specifically, regenerative farms that combined no-till, cover crops, and diverse rotations-a system known as Conservation Agriculture-produced crops with higher soil organic matter levels, soil health scores, and levels of certain vitamins, minerals, and phytochemicals. In addition, crops from two regenerative no-till vegetable farms, one in California and the other in Connecticut, had higher levels of phytochemicals than values reported previously from New York supermarkets. Moreover, a comparison of wheat from adjacent regenerative and conventional no-till fields in northern Oregon found a higher density of mineral micronutrients in the regenerative crop. Finally, a comparison of the unsaturated fatty acid profile of beef and pork raised on one of the regenerative farms to a regional health-promoting brand and conventional meat from local supermarkets, found higher levels of omega-3 fats and a more health-beneficial ratio of omega-6 to omega-3 fats. Despite small sample sizes, all three crop comparisons show differences in micronutrient and phytochemical concentrations that suggest soil health is an under appreciated influence on nutrient density, particularly for phytochemicals not conventionally considered nutrients but nonetheless relevant to chronic disease prevention. Likewise, regenerative grazing practices produced meat with a better fatty acid profile than conventional and regional health-promoting brands. Together these comparisons offer preliminary support for the conclusion that regenerative soil-building farming practices can enhance the nutritional profile of conventionally grown plant and animal foods.

Integrated Nutrition and Culinary Education in Response to Food Insecurity in a Public University.

Food insecurity is an emerging issue for college students. A nutrition course with an integrated teaching kitchen was developed to address this issue at a large public university. We aimed to determine changes in food insecurity and stress among students who took the course. The course consisted of weekly lectures followed by teaching kitchen lab sessions to teach basic nutrition and culinary concepts and expose students to hands-on skill development cooking experiences. Using a pre-post design, enrolled students completed an anonymous online survey at the beginning and the end of the semester. Food security was assessed with the USDA Six-Item Food Security Module; stress was measured using the Perceived Stress Scale (PSS). Pre- and post-data were linked for 171 participants. Paired data statistical analysis comparing the post- vs. the pre-test showed an increase in food security and a decrease in very low security rates (from 48% to 70%, and from 23% to 6%, respectively; p < 0.0001), and a decrease on the average PSS score, indicating lower stress (from (Mean ± SD) 19.7 ± 5.9 to 18.1 ± 6.0; p = 0.0001). A nutrition and culinary course may be an effective response to food insecurity and could potentially improve students' wellbeing.

Evaluation of a College-Level Nutrition Course With a Teaching Kitchen Lab.

OBJECTIVE: To evaluate the impact of a college nutrition course with a teaching kitchen lab on students' attitudes, self-efficacy, and behaviors about healthful eating and cooking. METHODS: Preintervention and postintervention design, and anonymous online survey of sociodemographic information and students' attitudes and self-efficacy about consuming fruits, vegetables, and whole grains and about cooking, self-reported intake, and cooking behaviors. RESULTS: Two-hundred and fourteen participants enrolled in the study during 5 semesters. Of these, 171 (80%) had complete pretest and posttest data. Attitudes and self-efficacy scores about consuming fruits, vegetables, whole grains, and cooking were significantly higher in the posttest (vs pretest; all P < 0.0001). Self-reported intake of fruits (P < 0.0001) and vegetables (P = 0.0006) also increased. Cooking frequency increased (P < 0.0001), skipping meals frequency decreased (P < 0.0001), whereas no significant changes were observed for eating out, take-out, or premade meals frequency. CONCLUSIONS AND IMPLICATIONS: A college nutrition course with a teaching kitchen lab could improve healthful eating and promote cooking in young adults.