An exploration of published cookbooks for college students ...



A Cookbook for College Students : Stress Free CookingA Thesis Submitted in Partial Fulfillment of theRequirements of the Renée Crown University Honors Program atSyracuse UniversityJamie WeisenbergCandidate for Bachelor of Scienceand Renée Crown University HonorsSpring 2020Honors Thesis in NutritionThesis Advisor: Dr. Sudha Raj PhD RDN FAND Thesis Reader: Mary Kiernan CCE AAC MBAHonors Director: Dr. Danielle Smith, Director AbstractCollege students are known for experiencing high stress levels and poor eating habits due to lifestyle changes and school expectations, that can lead to health consequences. By encouraging healthy eating and cooking, a student can improve the nutrient density of their diet. I investigated college students’ opinions regarding the barriers to cooking and the types of easy to prepare dishes students are interested in with the intention of creating a cookbook. Through student surveys, online research, and recipe testing, I created a cookbook that would help college students better their nutrition and improve their academic performance and overall health. This cookbook is focused on antioxidants and stress relieving food components and includes recipes under 45 minutes with simple instructions for the amateur cook. From this project it was concluded that students desire recipes that are quick and easy while also including stress relieving qualities.Executive SummaryThis project examines the cooking skills and habits of college aged students. Inspired by the lack of nutrition knowledge of my peers and their desire for simple and convenient recipes, I developed a cookbook geared toward encouraging college students to cook while juggling their busy school schedules. Through surveys, online research, and recipe adaptation, I was able to gain better perspective on desired content from student responses. Detailed in the cookbook is information about antioxidants along with simple nutritious recipes. The cookbook is titled “Stress Free Cooking” and includes six recipes that take under 45 minutes to complete. Following the theme of antioxidants, the student will learn about antioxidants and their importance for our health. Aiming to educate college students and encourage cooking, this cookbook is based on students’ opinions. Accompanying this cookbook is a narrative detailing the reasoning behind the theme, the pre and post surveys sent to 95 students and the development of the recipes and cookbook. The pre-cookbook survey evaluated the cooking skills of students as well as provided insight into what they would find useful in a cookbook; it was important to recognize their needs and integrate them into the cookbook to increase the enjoyment and usefulness of the information. After collecting this data, based on students’ top five responses, the theme of quick and easy stress-relieving recipes was developed. In the post-cookbook survey, five peers were selected to complete a recipe of their choice and rate them in the survey. This allowed for a critique of the recipes and served as a test for their ease of preparation and effectiveness. When creating the cookbook, I researched recipes that contained the antioxidants I felt were most common and easy to procure for college students. These included blueberries, bell peppers, dark chocolate, squash, spinach, tomatoes, black beans, and pecans. All the recipes were tested by me and adapted for my cookbook. After photographing the pictures, editing them, and uploading them onto Word, I was able to write down the recipes and create the final cookbook. The project’s significance lies in its ability to increase college students’ interest and awareness about good nutrition. It was noted that the students surveyed wish they knew more about nutrition and cooked more. Therefore, this cookbook would serve both functions; it has an education page at the very beginning instructing the reader about antioxidants and is complete with quick and easy recipes. I hope to pass this cookbook through social media and word of mouth to reach many college students. Table of ContentsAbstract 2Executive Summary 3Introduction 6Background 8Methodology 10Results, Discussion and Limitations 11Conclusion 19References 21IntroductionCollege is a time of transition for many young adults as they move from home to dormitories and eventually to apartment style living. Many upperclassmen are challenged to make their own food choices rather than rely on others such as a parent. Personal preferences, culture, religion, health reasons and various other factors may play a role in an individual’s self-efficacy with cooking and consequently influence their eating habits and ultimately their health. In a study conducted on Greek undergraduate university students, it was suggested that living away from home, preparing food and being responsible for food purchasing for the first time may be correlated with “more unfavorable” eating habits (Papadaki, 2007). Although college students may not realize, their eating habits are extremely important as unhealthy food choices contribute to 5 of the 10 leading causes of death (Brunt, 2008). With my passion for health, background in nutrition and love for cooking, I developed a cookbook to inspire healthy living and cooking in college students.College students need to be aware of what they put into their bodies and strive to meet their daily nutritional needs to function properly and perform well in school. The World Health Organization reported that “healthy eating behavior during adulthood can reduce the risk of developing non-communicable diseases including diabetes, heart disease, stroke and cancer” (Marquis, 2018). However, college level students are known to engage in unhealthy dietary behaviors such as “high consumption of snack foods, consumption of convenience foods, high consumption of fast foods, and insufficient consumption of fruit and vegetables” (Tanton, 2015). Taste preferences, food availability, and a lack of nutrition knowledge may be the reasons behind the unhealthy food habits of college-aged students. Among 17,789 undergraduate students, 82.8% consumed less than the recommended five servings of fruits and vegetables (Peltzer, 2015). Additionally, in a study conducted with 231 college students, nutrition knowledge was negatively correlated with fat and cholesterol intake (Yahia, 2016). Students who consumed more than 35% of their calories from fat and over 300 mg of cholesterol a day scored approximately eight points lower on the nutrition knowledge questionnaire. These criteria were based on the Dietary Guidelines for Americans recommendation of less than 50% of daily calories from saturated fat, less than 300mg of cholesterol and less than 1% of daily calories from trans-fat (Yahia, 2016). This suggests that a college student with little nutrition knowledge may be more likely to have an unhealthy diet. A student’s nutritional intake is of great importance considering it could affect their academic performance. It was found that a higher GPA was associated with a higher quality diet; this included more vegetables, fruits, less sweetened drinks and an overall lower percentage of energy from energy-dense, nutrient-poor foods (Whatnall, 2019). Similarly, a diet associated with low consumption of fish, fruits, and vegetables, and high in fast food, sausages, and soft drinks has been linked to poor cognition and academic achievement (Naveed, 2020). These results validate the importance of a college student’s health and diet. My cookbook, titled Stress-Free Cooking, is focused on antioxidants, which help our bodies fight off disease by reducing free radicals. Antioxidants were chosen as the theme for this cookbook because they combat oxidative stress which can negatively impact the body. Stress can be defined as “any general response of the body that either overwhelms or threatens to overwhelm the body and its ability to maintain homeostasis” (Elshurbjy, 2017). Chronic stress “results when a stressful situation persists for a long period of time” (Wongvibulsin, 2014). This type of stress can lead to health complications such as increased blood pressure, cardiovascular disease, type 2 diabetes and increased incidence of depression (Elshurbjy, 2017). According to new research, students with high stress are more likely to increase their consumption of high-calorie and fat foods (AlJaber, 2019). It was hoped that through the development of the cookbook the audience will learn more about the benefits of antioxidants and utilize them to prepare healthy dishes. Prior cooking knowledge is recommended but not necessary. Nutrition education for college students is important. In a study of 8,500 secondary students, adolescents who reported that they cooked were almost twice as likely to meet the fruit and vegetable recommendations (Utter, 2016). It was also apparent that time was the biggest factor for students’ decision to cook. In a cross-sectional analysis of 1710 students, 36 percent noted that time was the biggest barrier for cooking (Larson, 2006). Therefore, the recipes in the cookbook were developed with a preparation time limit of 45 minutes and included meal preparation and leftover suggestions. Overall, this cookbook will educate students on antioxidants and be a stepping-stone for students wanting to improve their health by encouraging the incorporation of quick and healthy recipes into their routine. Background An exploration of published cookbooks for college students identified few that focused solely on reducing stress and easy college recipes. For example, the 5-Ingredient College Cookbook or Recipes Every College Student Should Know focused on college lifestyle and included healthy recipes but without the antioxidant component. The Easy College Cookbook: 75 Quick, Affordable Recipes for Campus Life, is similar to many cookbooks found already on the market; it was aimed toward college students on a budget with little cooking knowledge; other cookbooks focused on meal preparation and grocery shopping tips. Prior to developing my cookbook, I sent a survey to students to conduct a needs assessment. Their responses indicated that they wanted recipes that were easy to cook, healthy, and containing ingredients that reduced stress. My cookbook aims to teach students about antioxidants, a nutrient and non-nutrient group of compounds related to reducing stress found in many whole foods. AntioxidantsAntioxidants are found in food, or can be synthesized in our bodies, and may prevent oxidative stress and free radicals. Antioxidant-rich foods contain vitamins A, C and E as well as the minerals copper, zinc and selenium (University, 2012). Foods such as green leafy vegetables, fruits, nuts, and berries have high antioxidant levels. The best sources of antioxidants can usually be found in plant-based foods. Free radicals are unstable molecules also known as “waste substances produced by cells as the body processes food and reacts to the environment” (Ware, 2018). In an effort to satisfy their high energy needs, the free radicals borrow electrons from other molecules thereby causing DNA and other cell damage (University, 2012). As a result, oxidative stress occurs which harms the cell and the body’s physiological and metabolic processes. Oxidative stress is “a disturbance in the balance between the production of reactive oxygen species (free radicals) and antioxidant defenses” (Betteridge, 2000). Free radicals and the resultant oxidative stress have been linked to certain diseases such as heart disease and some cancers (University, 2012). One way to help prevent free radicals from putting stress on the body is to eat foods rich in antioxidants. It has been shown, through laboratory experiments, that antioxidants interact with free radicals and stabilize them, preventing the free radicals from causing damage (NIH, 2016). Our bodies also produce antioxidants endogenously as enzymes. In stressful conditions lipid oxidation significantly increases compared to “non-stress” conditions. During examination periods, students were found to have increased oxidative damage to their DNA and sensitivity to lipid oxidation when compared to “non-stress” periods (Sivonova, 2009). Therefore, decreasing oxidation may be beneficial to college students. Cooking Habits and Stress of StudentsCollege students are constantly busy and notorious for being highly stressed. According to the American Institute of Stress, eight in ten students experience frequent stress (Tarsitano, 2019). This may be one reason college students do not cook, as they feel they “do not have enough time”. According to a study conducted on culinary efficacy and cooking ability for college-age students in New Jersey, it was determined that while the students had a basic nutrition knowledge, it was not translated into their food choices and several students “reported an overreliance on processed and prepared foods, and they consumed few fruits and vegetables” (Murray, 2015). Consequently, if students are stressed it may lead to on-the-go food choices and store-bought items rather than home cooked meals. My cookbook aims to make cooking easy and pleasurable as well as encourage the use of foods with antioxidant properties. Through the simple and delicious recipes, I hope to entice college students to incorporate cooking into their daily lives and encourage healthy eating. In a study with over 4,400 participants it was concluded that cooking skills were positively correlated with vegetable intake and negatively correlated with convenience food consumption (Hartmann, 2013). For this reason, the recipes are user-friendly and require only basic culinary skills. Another study suggested that “cooking meals for oneself was linked to higher diet quality among young adults, while consumption of commercially prepared meals was associated with poorer diet quality” (Thorpe, 2014). By encouraging adolescents to cook, my cookbook may motivate students to eat out less, cook more and be more likely to reach the nutrition guidelines. I hope to inspire college students to cook by including easy and healthy recipes to improve their overall health. MethodologyFirst, a pre-cookbook IRB approved Qualtrics survey was sent out to students through Syracuse University Facebook pages, Instagram posts and word of mouth. This allowed for ninety-five responses. The format of this survey was multiple choice with fill in the blank answers; it was predicted that this survey would take around five to ten minutes to complete. In the survey, broad questions related to cooking and college life allowed the students to provide more open-ended answers. My audience was college students and many of them were from Syracuse University. After analyzing the results, I found recipes online based on the top five answers; I was able to adapt the recipes to be simple and college-friendly. This meant that the recipes required only basic kitchen equipment and little culinary background. The recipes were adapted from Ambitious Kitchen, The Food Network, Tasty, The Clean Eating Couple, Healthy Recipe Blogs, Cookie and Kate, and Parsnips and Pastries. I understood that college students may not want to read a lengthy cookbook therefore I condensed the recipes, included educational information at the beginning, and ranked the recipes one to ten based on time and execution difficulty. The scale (1= easy, 10= challenging) was determined by my personal judgement and opinions of peer evaluators. This way, students could select a recipe they felt comfortable making based on level of difficulty, ingredients, and time. Additionally, I took some of the other popular survey answers to create a key at the beginning of the cookbook; this included indications for vegetarian recipes, microwaveable recipes, 10 minute and under recipes and vegan options. Once the dishes were executed, I took photographs on my iPhone and edited them using the application Lightroom. Next, I uploaded them onto my computer and compiled them into a cookbook using Word. All information in the cookbook regarding antioxidants was rooted in research conducted via the internet through credible websites such as PubMed and JStore. After creating the cookbook, I discussed the final product with the Chef Instructor at Syracuse University with a strong background in culinary arts, who had previously reviewed cookbooks. I also selected 5 participants to prepare the recipes and provide honest feedback. After they had completed the dishes, I sent out another Qualtrics survey; this one was a post-cookbook survey. It included questions about the difficulty of the recipe they chose, ingredients or methods they would change, and any other comments about the cookbook. After receiving this information, I took their responses into account for future edits of the cookbook. I expect this cookbook to be continually improving as my nutrition knowledge and cooking skills evolve. Results, Discussion and LimitationsResultsPre-cookbook surveyI received 95 responses from my pre-cookbook Qualtrics survey, mainly from Syracuse University. There were 83 females and 12 men who participated in my survey with 1 freshman, 16 sophomores, 14 juniors and 64 seniors (Table 1). There were no questions regarding racial or ethnic background. Everybody who participated was in college.Table 1: Pre-Cookbook Survey DemographicsFemales83Male12Freshman1Sophomore16Junior14Senior64Produced via Qualtrics Reasons Why Students Do Not CookBased on the results, it was clear that time, money and energy were the three main reasons why college students did not cook at school. From their open-ended answers, I identified overarching themes and calculated their frequency. This information guided the development of quick, inexpensive and easy to make recipes. Presented in the table below (Table 2) are the overarching themes I drew from the students’ answers regarding why they do not cook at school.Table 2: What Inhibits College Students from Cooking?Theme*FrequencyTime32Money / Groceries14Homework / Extracurricular Activities12No kitchen / Not enough space13Exhaustion / Lazy10Getting to the store / No Ingredients9No recipes4Buying / Cooking for one / Wasting food4Clean up3Skill3Meal plan acquired2Lack of nutrition knowledge1*Based on answers recorded from students in Qualtrics surveyPresented in Table 3 are the results from the survey multiple-choice questions sent out to the 95 students. As described, more students agreed that they wished they cooked more at school, that they would cook more if they had more free time, that cooking takes too much time and effort, that they have struggled to find recipes they enjoy while at school, that they want quick and easy recipes, that they use online recipes when they cook and that they wanted to know more about nutrition. These findings affected the cookbook criteria and theme. Table 3: Pre-Cookbook Survey: Determining Cooking Interest and Ability of College StudentsQuestionNumber of Responses (N=95)Agree DisagreeI cook often while at school5441I wish I cooked more at school7520I would cook more if I had more free time at school8312Cooking takes too much time and effort6035I have struggled to find recipes I like to make while at school5540I wish I had more quick and easy recipes8312I struggle with making healthy food choices while at school7520I use online recipes when I cook7915I wish I knew more about nutrition7718 Produced via QualtricsWhat Students Wanted in a Cookbook I used the students’ responses to guide my recipes; therefore, they needed to be quick, inexpensive, and without the use of niche kitchen supplies. The top four answers were recipes on the go, ten-minute recipes, recipes that reduce stress and one-pot recipes (Table 4). As a result, the percentages were calculated and the top four choices were used as the basis for the cookbook and guided my recipe research. Table 4: Cookbook Theme Qualtrics Survey Student Responses Topic ChoicesResponses (n = 95)Percent of populationRecipes for on the go6366 %10-minute recipes5355 %Recipes that reduce stress4850 %“One pot” recipes4446 %Midday snacks41Post-workout / pre-workout snacks35Healthy sweet treats35Recipes to boost your mood34Recipes for an exam day32Recipes for the day after going out29Warm winter recipes29Recipes for having friends over23Recipes to help you better sleep21Microwaveable recipes18Recipes that remind you of home14Hot summer day foods6Other *3Produced via Qualtrics*Other responses entered included 2 requests for vegetarian recipes and recipes that reduce bloatingOf the 95 responses, 63 participants were interested in recipes on the go, 53 wanted 10 minute recipes, 48 participants wanted recipes that reduced stress, 44 requested one pot recipes, 41 requested mid-day snacks, 35 participants said they wanted pre or post-workout snacks and healthy sweet treats, 34 wanted recipes that boosted their mood, 32 were seeking recipes for exam days, 29 voted for recipes for the day after going out (easy recipes for the morning) and warm winter recipes, 23 participants wanted recipes for having friends over, 21 wanted recipes that help with sleep, 18 people wanted microwavable recipes, 14 wanted recipes that “reminded them of home” and 6 wanted recipes for hot summer days. Under the “other” answer there were requests for vegetarian recipes (Table 4). Post-cookbook survey The post-cookbook Qualtrics survey was sent out to a select group of students regarding the quality of the recipes. This study used a convenience sample due to time constraints and reliability. Five college students were tasked with trying one recipe from the cookbook and respond to a few prompts regarding their taste, preparation, and overall experience. The survey provided feedback about the user-friendliness of the cookbook through a five short-answer question survey. The students were asked to rate the recipe on a one to ten difficulty scale, one being the easiest and ten being challenging. Of the six recipes, the subjects rated four of them a one, indicating their ease and straightforwardness. The turkey chili was rated a two out of ten, the stuffed peppers a five and the spaghetti squash, overnight oats and egg cups were rated a one. None of the recipes were rated above a five. DiscussionThe pre-cookbook survey provided information that aided in making the cookbook useful to students. Based on the results, it was apparent that a cookbook on reducing stress with easy recipes would be best received. The post-cookbook survey exemplified the ease with which the dishes could be prepared, with most dishes receiving a score of one showing their easiness. Based on the feedback, I plan to keep the recipes that were easy to execute. The stuffed peppers were considered a five out of ten. The participant rated the recipe this way because “it was challenging in a way that you had to chop and prep a lot of ingredients but it was also easy because once it was in the pot you just had to let it sit”. Additionally, the turkey chili was rated a two because although it was easy, the subject added a point that “chopping” was involved in the recipe. Perhaps options can be included in the recipes to address these concerns by including pre-chopped ingredients. Another subject, who made the spaghetti squash commented that it was “pretty straightforward” and that they would make it again because they have been “trying to eat healthier and eat more vegetables, so this was a fun way of doing it”. The feedback for the egg cups revealed that they were “super easy to make” and?“not a lot of thought had to go into prep which was perfect for a good breakfast”. The overnight oats were “great when I needed something on the go for the morning and felt a little too lazy to whip up a cooked meal”. This confirmed the ease of the recipes in my cookbook and could be modified. I was unable to find a participant to execute the chocolate bark. Included in Table 5 are the results from the post-cookbook survey. All five participants noted they would make their recipe again with three attributing it to the ease of the recipe. Table 5: Post- Cookbook Survey Student Responses RecipeDifficulty Rating (1-10)Why Did You Rate The Recipe This Way?Would You Make This Recipe Again?Turkey Chili2“Very easy to assemble the ingredients, the only extra point was for the chopping”“Yes. It was very easy and delicious”Stuffed Peppers5“It was challenging in a way that you had to chop and prep a lot of ingredients but it was also easy because one it was in the pot you just had to let it sit.”“Yes I would, I make these type of meals often and I really enjoy it”Spaghetti Squash1“Pretty straightforward because all you have to do is cut the squash and bake it”.“Yes because as a college student, I’ve been trying to eat healthier and eat more vegetables, so this is a fun way of doing it”Overnight Oats1“I rated it as a one because all it required was mashing and stirring! Nothing too technical, and I had the correct measuring devices so knowing how many oats/how much liquid to put in was super easy!”“Yes! It was great when I needed something on the go for the morning and felt a little too lazy to whip up a cooked meal.”Egg Cups 1“Super easy to make, not a lot of ingredients, only challenge was I wasn't sure if I had a cupcake tin but I did”“Yes! It was easy and quick to make, not a lot of thought had to go into prep which was perfect for a good breakfast”Produced via QualtricsDid not include chocolate bark recipe LimitationsA potential limitation of this study was a lack of diversity in the surveyed population. A majority of responses were provided by female students from Syracuse University; only 12 men participated in the survey. Ethnicity was not determined from this survey. This could potentially lead to a lack of diversity and bias. This information cannot be generalized to students outside of Syracuse University. Also, a mostly female audience may lead to different eating and cooking habits. According to The American Time Use Study from 2003 to 2016, more women cook compared to men (Taillie, 2003). Therefore, a mostly female pool of subjects may lead to skewed results when reporting cooking competency. In the future, I anticipate further additions to this cookbook as my nutrition knowledge expands. I wish to develop more recipes, test them with more students, and include recipes utilizing a wide range of antioxidants. Additionally, I was unable to find somebody to test the chocolate bark. I assume that some people may not enjoy chocolate or may not have had the ingredients readily on hand which led them to not choose the chocolate bark recipe. Perhaps emphasizing the importance of dark chocolate for its antioxidant components would encourage more students to try this recipe. ConclusionIt was hoped that this cookbook would be used by college students to help improve their cooking habits and nutrition. Using online research and surveys, this cookbook explored college students’ eating and cooking habits. Based on the feedback from students and the knowledge I have gained through this process, it can be deduced that students need more nutrition education and knowledge about the intake of antioxidants. Educating college students in nutrition and cooking may result in an increase in healthy food choices and home cooked meals rather than an overreliance on fast foods. This cookbook will be shared with my peers and hopefully used by college students to help them learn more about nutrition and cooking. The project will continue to expand in the future as I develop more recipes over time. Based on the feedback I have received, I hope to add more recipes using a wider spectrum of antioxidants in addition to those already in the cookbook and offer suggestions to students on a low budget and those unable to go to the grocery store frequently. References AlJaber, M. I., Alwehaibi, A. 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