Community Partner Project Final Version (2)

FoCo Cafe Local Produce Recipe Book
FoCo Cafe
McKenzie Galvin, Madison Tuggle, Breanna Dietz, Leah Cody
December 09, 2015
Honor Pledge: I have not given, received, or used any unauthorized assistance on this assignment.
Signature: ______________________________________
Signature: ______________________________________
Signature: ______________________________________
Signature: ______________________________________

FoCo Cafe Local Produce Recipe Book Page 1 of 43
Table of Contents
Team & Work Distribution....................................................................................................................2
Team Members, Team Leader .........................................................................................................2
Work Distribution/Plan to Accomplish Team Project ...........................................................................2
Community Partner .............................................................................................................................3
Context: Target Audience & Community Description .............................................................................5
Problem Statement, Project Purpose & Brief Description .......................................................................6
Problem Statement ..........................................................................................................................6
Project Purpose...............................................................................................................................7
Description of Proposed Project .......................................................................................................7
Behavior Change Theory & Research Basis .........................................................................................9
Social Cognitive Theory (SCT) Definition...........................................................................................9
SCT Constructs Selected for This Project & Rationale .......................................................................9
Research Basis .............................................................................................................................10
Lesson Plan Table ............................................................................................................................14
Evaluation Table ...............................................................................................................................16
Logic Model......................................................................................................................................19
Presentation.....................................................................................................................................22
Summary of Findings ........................................................................................................................23
Reflection.........................................................................................................................................24
Acknowledgments.............................................................................................................................27
References.......................................................................................................................................27
Appendices ......................................................................................................................................30
Appendix 1: Post Cooking Class – Survey.......................................................................................30
Appendix 2: Recipe Tasting Questionnaire .....................................................................................32
Appendix 3: FoCo Cafe Recipe Book Survey ..................................................................................33
Appendix 4: NHANE Food Frequency Questionnaire ......................................................................34
Appendix 5: Observation Checklist For Instructor Regarding Cooking Class......................................39
Appendix 6: Sample of Recipes From FoCo Cafe Recipe Book ........................................................40

TEAM & WORK DISTRIBUTION
TEAM MEMBERS, TEAM LEADER
McKenzie Galvin – Team Leader – wrote Target Audience and Community Description
and completed the Logic table.
Leah Cody – edited and reviewed Part 1, 2, and 3, and wrote parts of Behavior Change
Research Basis, Acknowledgements, Reflection, and Summary of Findings.
Madison Tuggle – wrote Problem Statement, Project Purpose, and Brief Description,
completed the Lesson Plan table, and the Evaluation Table.
Breanna Dietz – wrote Community Partner section and wrote parts of Behavior Change,
Research Basis, and the Evaluation Table.
WORK DISTRIBUTION/PLAN TO ACCOMPLISH TEAM PROJECT
For Assignment 1, McKenzie Galvin wrote the sections on “Target Audience and
Community Description” and completed the “Logic Table.”
Breanna Dietz wrote the “Community Partner” section and wrote parts of “Behavior
Change and Research Basis,” parts of the “Evaluation Table” and the “Presentation”
summary section.
Madison Tuggle wrote “Problem Statement, Project Purpose, and Brief Description”
section, completed the “Lesson Plan” table, parts of the “Evaluation Table” and the
“Summary of Findings”.
Leah Cody edited and reviewed the sections and put the final versions into the template
along with parts of the “Behavior Change and Research Basis” section,

“Acknowledgements ,” Summary of Findings,” Reflection” section. Also put the final
version of the presentation together.
All members researched the community partner, the target audience, and planned and
discussed the project together. All members also aided in putting together the final
presentation.
COMMUNITY PARTNER
FoCo Cafe is a non-profit restaurant in Old Town Fort Collins. It opened on
Thanksgiving Day in 2014, and has been growing in reputation and customers since.
The restaurant has served over 18,000 customers, and typically serves about 92
customers per day during its hours of 11am to 2pm.1 The restaurant is based on the
SAME Cafe, a nonprofit restaurant in Denver.1 The mission of FoCo Cafe is “to build
community by providing nutritious and delicious meals to the people of Fort Collins.”1 It
is a strong belief that, by bringing people together with food, a better and healthier
community can exist. The major values of FoCo Cafe are:
 Every human innately has dignity and should be treated as such
 Every duty, volunteer or otherwise, has value.
 Participating in a community nourishes the soul.
 Everyone deserves to eat nutritional food.
 All people need a hand up at some point(s) in their lives1

It is through these values that FoCo Cafe has strived to uphold its goal to “feed its
community”, not just with food but also with new knowledge and meaningful
experiences.1
Regardless of someone’s ability to pay, it is the belief of FoCo Cafe that
everyone deserves to have access to delicious, nutritious food. Food is a common
denominator of any community. As a way of putting this belief into practice, FoCo Cafe
offers more than just the basic standard method of payment. Customers have the option
to pay the amount in full, pay what they can, pay ahead, or volunteer by working at the
café to pay off their meal. A donation box, rather than a typical cash register, is the
highlight of the café’s payment system; customers can also use an electronic kiosk to
“pay what they can,” “pay what they usually do,” or “pay it forward” for their meal 1Unlike
most restaurants, FoCo Cafe operates through volunteers and donations.
The unique payment system of FoCo Cafe is significant in helping to build a
healthier community, especially since 19% of Fort Collins residents – nearly 1 in 5
people - live in poverty.2 The Fort Collins poverty rate is 5% higher than the state
average, and therefore food insecurity is a major concern of the community.2 FoCo Cafe
also prides itself in utilizing ingredients that are mostly local, organic, or sustainably
grown. By partnering with local farmers, FoCo Cafe is able to uphold its mission of
building community as well as its values of sustainability and using local ingredients.
Other community partners, including local businesses and nonprofit organizations like
“The Growing Project” are also crucial to helping make the café a success.1

CONTEXT: TARGET AUDIENCE & COMMUNITY DESCRIPTION
The target audience that the FoCo Cafe focuses on is the community of Fort
Collins. Although FoCo Cafe focuses on the community as a whole, the design of their
business helps those who are in poverty or are food insecure in the Fort Collins
community. FoCo Cafe is located at an “intersection of poverty”, sharing the area with
multiple homeless shelters, the Larimer County Food Bank, and a local elementary
school that has the second most students signed up for free and reduced lunches in the
Pourde Valley system. A closer look at poverty and food insecurity on the local, state,
and national level follow:
Local: 19% of the Fort Collins community lives under the poverty level, which is 5%
higher than the state and national average. In 2014, the average household income was
$56,464 – an average, which is subject to extremes - and the average age of residents,
was 30.2 years.3
State: The average number of people under the poverty level for the state of Colorado is
approximately 14%. Although the household income average for the state - at $58,433 -
is not much higher than Fort Collins, it is higher than the national average.4
National: The national average annual household income is less than both Fort Collins
and Colorado at $53,046 and the average poverty level is a little over 15%. According to
the United States Department of Agriculture – USDA - about 14% of the US population
was food insecure at some point during the 2014 year, and 5.6 % were considered very

food insecure. A large majority of these individuals and families did engage in help from
a nutritional assistance program.5
With this data, FoCo Cafe is the perfect place to help benefit these families and
individuals that fall below the poverty line or face food insecurity at any point. The café
is addressing these problems by providing these meals to anyone and everyone
regardless of their income, with no judgment or stigma to those who are unable to.
FoCo Café, by providing an equal place for all to enjoy meals brings together the Fort
Collins community through the common denominator of food.
PROBLEM STATEMENT,PROJECT PURPOSE & BRIEF
DESCRIPTION
PROBLEM STATEMENT
Nineteen percent of Fort Collins citizens are living under the poverty line.3 This is
drastically high compared to the state and federal level of poverty at about 14%.4,5
Living in poverty is associated with being unable to purchase and prepare healthy
foods. The people in this population may not have enough money to buy vegetables or
have the knowledge to create healthy meals. Some lower income individuals may not
have access to a kitchen or home to cook meals. FoCo Cafe focuses on feeding the
community and providing nutritious meals to those who otherwise could not afford it.
FoCo Cafe hopes to use the recipe book to bring the community together and educate
them..

PROJECT PURPOSE
In an effort to help FoCo Cafe deepen their connection to the community, while
keeping nutrition in mind, our team will be developing a cookbook using recipes made at
the café . The cookbook will detail the importance of vegetable consumption for health
and ways to consume more vegetables daily. The purpose of this book is to help
educate the FoCo Cafe community on growing their own produce to cut costs and to
increase vegetable consumption when they are not having a vegetable dense meal at
the café. The book can be helpful for low-income individuals on how to obtain cheapter
protein. If FoCo Cafe can sell enough books to make a sizable profit they will be able to
stay open longer giving them a better opportunity to feed more people.
DESCRIPTION OFPROPOSED PROJECT
The recipe book will be organized into seasons and the vegetable harvested at
that time. The book will have a prelude that will explain why vegetable consumption is
important for health, why local produce is important to a community, and how to use
MyPlate to create a balanced meal. The cookbook will also offer some tips on how to
increase daily vegetable consumption and how to reduce the cost of produce by
growing it. The recipe book will have 24 featured vegetables accompanied with
information on how to grow them in a backyard garden. Along with the gardening tips,
there will also be a recipe including that vegetable and the nutritional analysis of the
recipe. The recipes are from FoCo Cafe and are the same ones they use everyday.
Each recipe will be assigned a color corresponding with the MyPlate food group it
contains. The goal is to guide readers into cooking balanced, nutritious meals by

choosing a recipe from each category. The cookbook will be sold in the café and at
fundraising events.

BEHAVIOR CHANGE THEORY & RESEARCH BASIS
SOCIAL COGNITIVE THEORY (SCT) DEFINITION
Coined by Albert Bandura, Social Cognitive Theory (SCT) “delineates the presumed sources and mediators of
behavior and behavior change. 6 It acknowledges that there are constant reciprocal interactions between personal factors,
one’s behavior, the environment, and that individuals learn through social observation.6 Personal factors include self-
efficacy and cognition. Behavior includes complexity and skill. The environment includes the situation a person is in and
models a person has previously been exposed to. Not only does SCT explain the mechanisms behind behavior, but it also
provides the basis for intervention strategies that target behavioral change.6
SCT CONSTRUCTS SELECTED FORTHISPROJECT & RATIONALE
Self-efficacy is a person’s confidence in performing a specific behavior and over-coming barriers to achieve it.6
Most people do not consume local produce and do not have home gardens and thus will need information to overcome
initial barriers. The recipe book will provide not only recipes with local produce, but also information on gardening at
home. The cooking class will also provide participants with the information to cook the recipes and provide participants the
opportunity to express their opinions and concerns about the recipes.

Expectations are a person’s beliefs about likely outcomes or results of a given behavior7. Local produce has the
potential to increase a person’s fruit and vegetable consumption, but people must first overcome their preconceived
notions of certain vegetables. A cooking class will allow participants to experience the recipes in the recipe book and allow
participants to know what the recipe will taste like and if they and their family can accept it. If participants discover that
they enjoy a recipe, they are more likely to reproduce it at home.
RESEARCH BASIS
**Complete this table for two selected research studies that support your project design**
Citation
AMA format required;
include copy of article in
appendices.
Setting &
Participants
Intervention
description (include
Social Cognitive
Theory constructs)
Evaluation
strategies (include
how SCT constructs
were measured)
Describe study findings
relevant to your project
outcomes
Based on their results,
what can you expect
from your project?
Anderson E, Winett R,
Wojcik J. Self-
Regulation, Self-
Efficacy, Outcome
Expectations, and
Social Support: Social
Cognitive Theory and
Nutrition Behavior.
Annals Of Behavioral
Medicine [serial online].
November
2007;34(3):304-312.
Available from:
Academic Search
Premier, Ipswich, MA.
712 churchgoers
from 14 Baptist and
United Methodist
churches
participated in this
study. Ages of the
individuals ranged
18-92 years old.
Out of all of the
participants, 66%
were female, 18%
were African
American, 64%
lived in households
with no children,
The intervention was
based on health
promotion surveys
given to the 712
participants
regarding their
nutrition related
behavior and the
effects of different
interventions. Data
collected for this
study included:
psychosocial
questionnaires,
Block Food
Psychosocial
questionnaires,
Block Food
Frequency
Questionnaires, and
food shopping
receipts were all
collected to analyze
the intake of fat,
fiber, fruits, and
vegetables as well
as evaluate
participants’ social
support, self-
efficacy,
Participants with higher
degrees of self-efficacy
reported more positive
and fewer negative
expectations
about healthier food
choices and its outcomes.
Additionally, individuals
with favorable outcome
expectancies and higher
levels of self-efficacy were
more likely to set goals for
and plan and monitor their
healthier eating
behaviors, particularly
This study indicates
that self-efficacy is
one of the most
significant factors in
health promotion. By
providing encouraging
advice in our
cookbook and hosting
food tasting and
cooking sessions of
our featured recipes,
we hope to raise the
levels of self-efficacy
and favorable
expectations of our

Accessed October 24,
2015.
79% were classified
as overweight or
obese, and 9%
reported an annual
income of $20,000
or less. The median
annual income was
$50,000.
Frequency
Questionnaires, and
family food shopping
receipts. The data
was related to social
support, self-
efficacy,
outcome
expectations, and
self-regulation. The
data collected in the
study indicated that
interventions that
garner family
support, increase
self-efficacy, and
refute negative
outcome
expectations of
participants are
more likely to
succeed. It also
evaluated the intake
of fat, fiber, fruits,
and vegetables
based off of food-
shopping receipts
and food frequency
questionnaires to
determine the
nutrition behavior of
each participant and
the impact of the
intervention.
outcome
expectations, and
self-regulation.
with regards to fruit and
vegetable intake.
target audience.
Through this, we
believe that we can
increase the
consumption of fruits
and vegetables in the
home.
Anderson E, Winett R, Shoppers were The pre-intervention 4 to 6 month follow- A higher intake of fruits From this study, we

Wojcik J, Winett S,
Bowden T. A
Computerized Social
Cognitive Intervention
for Nutrition Behavior:
Direct and Mediated
Effects on Fat, Fiber,
Fruits, and Vegetables,
Self-Efficacy, and
Outcome Expectations
Among Food Shoppers.
Annals Of Behavioral
Medicine [serial online].
May 2001;23(2):88.
Available from:
Academic Search
Premier, Ipswich, MA.
Accessed October 24,
2015.
recruited from 5
different grocery
stores. 296
shoppers fully
participated in the
study, with 148
assigned to the NSL
(computer-based,
self-administered
intervention) and
148 were assigned
to the control group.
Participants in the
intervention group
completed the NSL
program on a kiosk
in one of the 5
selected grocery
stores. Before the
study began,
participants were
asked to send in
food shopping
receipts, and
complete both the
Block95 Food
Frequency
Questionnaire and
the NLS Beliefs
survey to establish
a baseline. Out of
all the participants,
96% were female,
92% were white,
and 12% reported
an annual income of
surveys established
participant’s
expectations. The
intervention was
“Nutrition for a
Lifetime System”
(NLS), a self-
administered
computer program
on a kiosk based on
the principles of the
social cognitive
theory. The tailored
information and self-
regulation strategies
were delivered in 15
weekly segments
regarding fat, fiber,
fruits and
vegetables. Each
weekly lesson
involved 10
segments based on
content and 5
segments targeted
at behavior change.
The NLS used
graphics, pictures,
and an audio track
for communicating
information and
strategies regarding
food planning and
purchasing
behaviors, meal
preparation, meal
ups were used to
determine the intake
of fat, fiber, fruits
and vegetables. The
success of
participants’ self-
administered goals
was also recorded.
Participants were
asked to send in
food shopping
receipts, and
complete both the
Block95 Food
Frequency
Questionnaire and
the NLS Beliefs
survey again. The
follow-ups and post-
intervention surveys
were targeted at
detecting changes
in the participants
self-efficacy and
behavior change
regarding nutrition in
the home.
and vegetables, better
food purchasing
behaviors, and improved
meal preparation were
recorded in the
intervention group. These
improved outcomes
reflect an improvement in
expectations, self-
efficacy, and self-
regulation. Participants
who experienced success
with their self-
administered goals
showed the greatest
improvement in these
areas.
believe that including
nutritional content and
suggestions in our
cookbook that targets
behavior change
regarding fruit and
vegetable intake,
purchasing, and
growing will have
positive results.
Particularly, we hope
that it will increase our
target audience’s self-
efficacy and
expectations of fruit
and vegetable intake,
purchasing, and
growing.

$20,000 or less. portion sizes, and
the recommended
consumption of
specific food groups
- particularly fruit
and vegetables.
Nutrition topics
included bringing
high-fiber
meals/snacks to
work and how to
increase the amount
of vegetables
consumed
throughout the day.
Goal-setting and
self-evaluation over
time were also
recorded. Together,
the goal-setting and
intervention
impacted the
participants’
expectations, self-
efficacy, and self-
regulation.

LESSON PLAN TABLE
Specific 2010 Dietary or 2008 Physical Activity Guidelines for Americans emphasized:
The 2010 Dietary Guidelines state Americans should consume 2.5 cups of vegetables per day8. Fresh vegetable intake is important to reduce the
risk of chronic diseases, prevent cancers, and maintain healthy weight. Consuming adequate amounts vegetable increases the concentrations of
valuable nutrients that are not found in other food sources.
Lesson Title Social Cognitive
Theory Constructs
Nutrition or Activity
Message(s)
Learning
Objectives
Learning Activities Instructional Materials Evaluation Strategies for
learning objectives
FoCo Cafe Recipe
Book with gardening
tips to increase
vegetable
consumption
The recipe book
satisfies self-
efficacy by providing
customers with
increased
knowledge of
cooking and
gardening.
The recipe book
provides
expectations of the
recipes by providing
photos and
directions.
The goal of the recipe
book is to increase the
consumption of
vegetables and fruits
through increasing
purchaser’s knowledge
of local produce and
how to incorporate
local produce into
recipes.The recipe
book will also provide
information abouthow
to create a home
garden.
At the end of this
lesson,participants
will demonstrate
increased
knowledge about in
home gardening
and increased
knowledge about
how to incorporate
local produce – and
more vegetables –
into their daily
meals (appendix1.)
Both of these
learning objectives
will be measured
with a survey at the
end of the
cookbook
(appendix3).
The anchor will be the
forward in the beginning
of the book detailing
why vegetable intake is
importantand how easy
it can be to incorporate
more vegetables into
daily life. The add will
include 24 vegetables
and their health benefits
as well as how to grow
them.They will be
applied by having each
vegetable paired with a
recipe on how to use it.
The Away will be an
afterword message that
summarizes all the
information in the
cookbook into a few
simple messages.
The cookbook will
contain a brief
description ofeach
vegetable featured in
the book. It will also
provide information on
planting time and
growing conditions,
harvesting season,a
recipe for the
vegetable and the
nutritional analysis of
the recipe.
To determine if
purchasers ofthe
cookbook understand
more abouthow to grow
and incorporate local
produce – and thus
consume more fruits and
vegetables - a survey will
be provided at the end of
each cookbook.
Purchasers will be
encouraged to fill it out
once they have used the
recipe book.
FoCo Cafe Cooking
The cooking class
satisfies self-
efficacy by building
skills through
The goal of this
cooking class is to
increase vegetable and
fruit consumption by
At the end of this
class,participants
will be able to
properly make
The anchor with the
cooking class will be a
beginning presentation
detailing techniques and
Our materials will
come from the FoCo
Cafe cookbook.We
will use the tips
When each group is
making their recipe we will
be able to see them
cooking and applying the

Lesson Title Social Cognitive
Theory Constructs
Nutrition or Activity
Message(s)
Learning
Objectives
Learning Activities Instructional Materials Evaluation Strategies for
learning objectives
Class demonstration on
how to reproduce
the recipes.
The cooking class
satisfies
expectations
because the
customers will be
able to taste the
recipes thatthey
make before making
it on their own at
home.
increasing participant’s
knowledge ofproper
cooking technique.
Along with cooking
technique,participants
will also be educated
on the local produce
being used in the
recipes – such as
growing season and
growing tips.
recipes utilizing
local vegetables
which will be
measured bya
post-cooking class
survey (appendix1)
and a tasting
survey for each
recipe (appendix
2.) Participants will
also have an
increased
knowledge about
local produce.This
will be measured
by with the post-
cooking class
survey as well
(appendix1).
80% of participants
will indicate a score
of 3-5 in question 8
when asked if the
class increased
their knowledge in
the survey
(appendix1).
tips to making the
recipes featured in the
cooking class and for
home gardening the
local produce.The add
will be done by
demonstrating how to
make each recipe.
Participants will split
into groups and will be
able to apply what they
learned by cooking one
of the recipes we
provided for the class.
They will then be able to
take away each recipe
used that nightalong
with a summaryof the
gardening and cooking
tips.
complied for each
recipe and vegetable
in the cookbook.
techniques we taught
them earlier in the class.
We will complete an
observation checklist
(appendix5) to determine
if we have met certain
cooking goals. Along with
observation,participants
will be asked to complete
a post-cooking class
survey and a tasting
survey of each recipe
(appendices 1 and
2).Participants will also be
asked to complete a
shortened version ofthe
NHANES food frequency
questionnaire atthe
beginning ofthe class so it
can be compared to a
food frequency
questionnaire given to
them 3-6 months after the
cooking class.This will
determine ifany changes
to their diet occurred
possiblydue to the
cooking class.

EVALUATION TABLE
Process Evaluation (these are
measures that will tie to the
activities and participants you
outlined in your logic model)
Impact Evaluation (these tie to the
learning objectives, behavioral
intent, skill demonstrations, etc.,
listed in your lesson plan table
and short term outcomes in your
logic model)
Outcome Evaluation (these tie to
the medium term outcomes listed
in your logic model).
Definition (include reference) Process evaluation is used to help
researches ascertain whether or
not the intervention was
adequately delivered and whether
the participants were exposed to
the intervention appropriately.9
This type of evaluation can also
be used to help organize an
intervention to help improve the
programs replication.9
Impact evaluation helps the
researchers determine whether
the observed outcomes are a
result of the intervention itself or
something else entirely.10 This
type of evaluation determines how
much of a difference – if any – an
intervention made.10 Any changes
in behavior after an intervention
are likely to be due to the
intervention itself if no outside
forces are at play.
Outcome evaluation is to develop
and analyze the actual behavior
change that occurred following
the intervention. 10
Specific purpose of each type of
evaluation for our project
To determine whether or not our
interventions – the recipe book
and the cooking class – were
adequately delivered and whether
we exposed the participants to the
intervention enough.
To determine if there is any
difference in participants’
vegetable intake right after
exposure to the cookbook and
cooking class, and to determine if
these changes were a result of
our intervention, or some other
external influence.
Outcome evaluation is used to
identify the effectiveness of the
cookbook through people trying
the recipes and people increasing
their gardening skills. Outcome
evaluation will also analyze the
impact of our cooking class in
increasing the amount of
vegetables consumed by
participants.
1 to 3 4-part objectives for each
type of evaluation (action,
population, measure of success,
time frame)
At the end of our cooking class,
we will have involved each
participant in the preparation of at
least one recipe and gained
experience with cooking with
vegetables as measured by
After the cooking class, each
participant will fill out a survey
(appendix 1) and will answer
questions about how they felt
about each recipe (appendix 2.)
They will also be asked whether
6 months after the cooking class,
50% of participants will indicate
that they consuming a half-cup
more of vegetables in their diet as
measured by a food frequency
questionnaire (appendix 4.)

observation and a survey
(appendix 5 and appendix 1).
or not they believe the class itself
changed the individual’s
behaviors about cooking with
vegetables (appendix 1.)
After the recipe book is printed,
there will be a survey in the book
for the customers to fill out
(appendix 3.) This survey will ask
about the customers’ increased
knowledge of vegetable growing
and consumption. Participants will
also be asked whether or not they
believe the book itself changed
the individual’s beliefs and
behaviors about growing
vegetables (appendix 3.)
6 months after the recipe book,
50% of participants who bought
the cookbook will indicate that
they have made at least two
seasonal recipes from the book
using local ingredients, as
measured by a post-survey
(appendix 3.)
Method/s used to measure each
objective for each type of
evaluation
Survey (proposed questions
included in appendix 1.)
Observation (proposed questions
Survey (proposed questions
A food frequency questionnaire
(appendix 4.) given at the end of
the cooking class and 6 months
following the cooking class.
A post-survey in the back of the
recipe book.
Summary of actual results OR
expected results from each type
of evaluation method described
above
We expect that we will be able to
deliver an exciting, worthwhile
experience such that 95% or
more participants of the cooking
class will stay throughout the
entire cooking lesson, through
observation and the submission of
a post-cooking class survey at the
end of the lesson. From our
observational checklist, we hope
that by the end of the cooking
classes we will have adequately
taught all participants how to
adequately dice vegetables and
demonstrated how incorporate
vegetables into a variety of meals.
We expect that, if there is any
positive change in vegetable
intake, 70% of these outcomes it
will be due to our cooking class
and/or recipe book interventions
rather than outside factors, as
measured through surveys.
Participants will be asked to
gauge their own learning from the
cooking class and compare it to
their knowledge before the class
(appendix 1). In a study
measuring the effectiveness of
Jamie's Ministry of Food Program,
statistically significant results
showed that vegetable intake and
The theoretical outcome of
preforming a cooking class is that
50% of participants now show
implementation of .5 cups of
vegies per day due to increased
knowledge.11 Previous studies
have shown that cooking classes
paired with eating with other
participants in the class results in
gaining and retaining more
knowledge than people who read
it from an informational text or sat
in a lecture.13 Also, people who
get the experience of participate
in actually cooking vegetables
have a high success rate (p<.05)

We expect that 90% or more of
customers who purchase the
recipe book will indicate that the
content was easy to read and
understand. We expect that, from
our gardening tips specifically,
70% or more of the participants
will have gained new knowledge
about vegetable growing and
cooking. Additionally, the
vegetable cooking tips from both
of our learning activities will lead
to 50% of participants increasing
their vegetable intake by at least a
half-cup. In a study measuring the
effectiveness of Jamie's Ministry
of Food Program, a 10-week long
nutrition education program with
cooking and gardening
components, the intervention
resulted in 91% of participants
completing the program and a
0.52 servings/day increase in
vegetable intake11
. Since our
cooking class consists of only 1
class, we assume that our event
will have a higher attendance but
have a lesser impact on
increasing our participant’s
vegetable intake.
cooking confidence with
vegetables immediately after the
cooking class increased.11
Because our post survey will be
handed out at the end of each
lesson, we assume that any
immediate changes in our
participants’ dietary behaviors will
most likely be due to our cooking
class and not an outside factor.
on increasing their daily intake of
vegetables.14
Although there is not a specific
journal that supports cookbooks
increasing knowledge in adults we
expect that 40% of participants
who bought the cookbook will
indicate they have made at least
two recipes 6 months after buying
the cookbook. These results are
based off the idea if people pay
for a product, they are going to
use it. Also, the cookbook will
contain information that gives
buyers the confidence and ability
to try a new recipe using local
ingredients. We are assuming that
most people who buy the
cookbook will not already have a
garden at home and do not in
general cook seasonal meals.
Although, we also know the
payment for the cookbook also
contributes to a good cause so
some people may not be buying it
for the information it contains and
the population who supports
FoCo café might already have
home gardens so the information
may not be helpful for them. This
is why we expect 40% to show
behavioral changes.

LOGIC MODEL
Inputs
Outputs Impact -- Outcomes
Activities Participation Short Medium Long

Inputs
Outputs Impact -- Outcomes
Activities Participation Short Medium Long
Staff
Volunteers
Time
Technology
Food
Kitchen
Utensils
Money
Conducted a cooking class
highlighting recipes in the
FoCo Cafe cookbook.
The class will also included
information about growing
seasonal produce. A tasting
survey (appendix 2) and a
post-cooking class survey
(appendix 1) will then be
administered to gauge the
effectiveness of the cooking
class.
In the development of the
cookbook, we will gather
recipes of dishes that are
currently served at the café
(appendix 6). These recipes
will be separated by season,
educating readers on when
the vegetable is in season
and that it can be grown
locally in Colorado. Using
nutrition software, we will
evaluate the recipe
regarding calories, fat,
sodium, carbohydrates, fiber,
sugar, protein, and any
significant micronutrient
(appendix 6). We will also
note any beneficial effects of
the recipe (appendix 6).
Fort Collins
Community –
specifically FoCo
Cafe customers
that have
purchased the
recipe book. Low-
income Fort
Collins families will
also be
encouraged to
participate.
Participates should
learn how to and have
the confidence to
create the recipes
from the cookbook.
Participates should
also learn more about
growing their own
produce and when
certain fruits and
vegetables are in
season.
Participant should
increase their self-
efficacy through
learning about
gardening and
learning to cook the
recipes.
The combined
cooking class and
gardening lecture
should motivate
participants to
increase the amount
of fruits and
vegetables they
consume.
The tasting survey will
provide opinions to
what kind of
vegetables
participants enjoyed.
Participants will
begin to create the
recipes in the
recipe book, know
how they taste,
and be able to
explain ways to
introduce more
vegetables into
their diet.
This will be
measured by a
survey (appendix
3).
Participants will
begin
implementing more
vegetables into
their diet, as a
result of the recipe
book and attending
a cooking class.
Our participants will
increase their vegetable
consumption significantly
as a result of the cooking
class and recipe book as
measured by a FFQ
(appendix 4).
Our participants will begin
to grow their own produce
as a result of the gardening
tips of specific vegetables
in the recipe book.
Participant’s self-efficacy
will be increased in being
able to create these
recipes. Their expectations
about a specific vegetable
in a recipe will also change.
Both will be measured by a
post-survey (appendix 3).

Assumptions: We believe that if we increase the participant’s
knowledge about recipes with local produce, and how to grow local
produce, this will increase the participant’s intake of vegetables. FoCo
Cafe is attempting to achieve these efforts by providing healthful meals
to everyone. We believe that the addition of our recipe book and cooking
class will help FoCo cafe achieve this. We assume that everyone that is
given our recipe book will make these strives towards healthy eating and
living.
External Factors: There are many external factors that will affect
participants including the participant’s literacy level – if they have the
ability to read and understand the recipe book - where they live – if they
are unable to grow produce where they live now, or if they don’t have
access to a kitchen - their income – if they cannot afford the recipe book
or the supples to begin their own garden - their occupation – if they have
time to recreate reciopes or to work on a home garden - if they have
children – if their children won’t eat certain food items, or they need to
use their time to care for their children - and whether or not they believe
that it is important to consume local produce. These are all factors the
intervention cannot account for. Each person will have a different living,
family, and financial situation that will impact our program in either a
positive or negative way.

PRESENTATION
Although each team in our group completed a separate project, the overall goals
of each team were virtually the same and the interventions designed to accomplish
these goals were quite similar. As a group, our goal is to increase the vegetable intake
of individuals in Fort Collins to meet the 2010 Dietary Guidelines by increasing the use
of vegetable in meals, increasing confidence in cooking with vegetables, and increasing
gardening knowledge.
We will introduce our community partner, service learning experiences, and the
target audience. These elements help set up our reasoning for our goals and
interventions. Our community partner, FoCo Cafe, is a nonprofit restaurant in Fort
Collins, CO. We will explain that, although FoCo Cafe is a nonprofit restaurant, it serves
all residents of Fort Collins. The café is able to raise enough money to provide free
meals to low-income individuals, and our group also uses this indirect approach to
address community nutrition in our intervention. By promoting FoCo Cafe through the
cooking classes and selling the cookbook the café will be able to raise more money to
provide more free nutritious meals to low-income individuals. Additionally, by providing
the cooking classes, taste-testing events, and the cookbook we will be able to promote
vegetable consumption to individuals who partake in these interventions.
The bulk of our presentation will address our interventions. The primary learning
activity is the cookbook, which includes recipes, vegetable nutrition information, and
vegetable gardening tips. During our presentation, we will pass around small handouts
of one of the recipes that we analyzed to help show what the content inside the

cookbook might look like. Two additional learning activities include a taste-testing event
and cooking classes. Since we were not able to actually complete our interventions, the
bulk of our project is hypothetical. However, FoCo Cafe still plans to carry out some of
the elements of our project such as the cookbook and the taste-testing event in the near
future. To evaluate the success of the interventions, and our group’s performance, we
will use surveys. We will then summarize the hypothetical outcomes, including an
increase in self-efficacy and the use of the Trickle-Down effect to improve the vegetable
intake of the Fort Collins community. We will then address recommendations for the
project. Finally, we will acknowledge Jeff and Kathleen for allowing us to volunteer in
their café, as well as thank everyone else who helped us with our project.
SUMMARY OF FINDINGS
Our project consists of a cookbook paired with a cooking class, which is
theoretical. The cookbook will not be published until later in the year meaning we do not
have findings to evaluate. However, it is possible to predict what could occur based off
similar interventions and their outcomes.
After analyzing previous research, we suspect our cooking class will positively
impact 50% of participant’s expectations about cooking and self-efficacy in the kitchen,
resulting in an increase of their vegetable by at least half a cup per day.12,13 Research
also suggests that by actually participating in cooking experiences, participants are
more likely to retain nutrition information.13 Also, participants that eat the vegetables
prepared in class are more likely to eat the same vegetable in the future.11 Furthermore,
participants of cooking classes were likely to impact others by sharing their new

knowledge.12 It is important to note in many of these studies, the participants were not
as randomized as our cooking class would be. However, based off the Jamie’s Ministry
of Food Program from Australia that consisted of adults, our perceived outcomes are
not unrealistic.11
We believe of the people who purchase the FoCo Cafe recipe book, 40% will
have tried at least two new recipes from different seasons before the recipe book survey
is returned. There were no found studies on the impact of cookbooks changing people’s
behavior so we are assuming purchasers of the cookbook intend to use it for cooking, at
least twice. It is also difficult for us to theorize the effect the recipe book will have on
people’s gardening habits due to lack of research studies. We can only base our
findings on what people self report in the recipe book survey (appendix 3).
REFLECTION
This project has given us experience in planning and implementing nutrition
interventions. From this project, we now better understand the components, the
challenges, and the actions involved in creating a program for a community
organization. This assignment has especially allowed us to understand how to tailor an
intervention to an audience, and to never assume about an audience. For example, we
went into our project thinking that because FoCo Cafe is set up to benefit lower income
individuals, and that we would be interacting primarily with those who did not have
much; however, as we began to volunteer at the café, it became apparent that FoCo
Cafe is truly a place for the whole community. We also walk away from this project with
a better understanding of the need for creativity in nutrition interventions. The project we

did for FoCo Cafe was to run nutritional analysis on selected recipes for a FoCo Cafe
recipe book. We did not initially understand how this would benefit our target audience –
which was lower income individuals – but had to understand that selling recipe books, to
primarily middle class individuals would benefit the café and ultimately benefit all those
coming to the café, including those with low income. Sometimes to reach a target
audience, indirect methods may be necessary. We also have a better understanding of
the amount of time that must go into a nutrition intervention. Despite spending a few
months on developing our intervention, we will not be able to implement any of the
plans we have because of time constraints; nutritional intervention is truly a long-term
commitment between planning, implementing, and analyzing the results.
The information from our project, if we were able to implement and evaluate it,
would provide community leaders information about the impact that a restaurant like
FoCo Cafe can make. Community driven restaurants are becoming more common in
cities and they could have the potential to impact local nutrition. Our project could also
add to the credibility of cooking classes on positively affecting nutrition. The project
could potentially provide some information on the effect of recipe books on the
purchasers cooking and gardening behaviors. This project could be interesting for any
community, or community member, interested in beginning a community-based
restaurant in their own area.
There were a few minor limitations mostly in planning and determining what the
project was going to be. For example, while FoCo Cafe initially told us they wanted to
do the cookbook, they also proposed ideas for a compost lesson, an online recipe book,
a tasting event for the public, and nutritional analysis of all their recipes. Eventually, we

only did nutritional analysis of selected recipes and gardening tips for the recipe book.
There seemed to be a problem deciding what they wanted from us that eventually was
resolved. We also had only a theoretical project because the recipe book took the entire
semester. The planning complications prevented us from taking the project further than
we would have liked. Organization of the two groups for FoCo Cafe was also a bit
awkward because although we were in two groups, we worked on only one project.
If we were to repeat this project, I think we would work early on to make the
activities and lesson plans a reality. When we began the project, we did not understand
the possibilities of what we could do; early in the semester we were not working on this
project because our community partner initially gave us little to work on. Could we have
done this again, I think we would have planned with FoCo Cafe earlier in the hopes that
an actually activity could have happened.
Our project contributes to the field of community nutrition by taking a look at a
source of community nutrition that is very new. Community-based restaurants like FoCo
Cafe are currently uncommon and a relatively new idea. Our project looks at the
potential of these restaurants to impact their community through a nutrition intervention.
As these types of restaurants increase, there is great potential to reach a community
through them. FoCo Cafe is a unique nutrition source because it does not target a very
select population, but rather can make a nutritious impact on the entire Fort Collins
community. Community based restaurants could be a very valuable tool for community
nutrition to reach parts of the population that are usually not targeted through nutrition
interventions.

ACKNOWLEDGMENTS
We would like to acknowledge all involved in FoCo Cafe and specifically
Kathleen and Jeff Baumgardner for allowing us to work and volunteer with the café. We
would also like to acknowledge Amie Borra for coordinating the project with us and
being a constant source of contact and information. Kevin Leung deserves a special
acknowledgement for being the head of the larger group and being our primary liaison
with FoCo Cafe.
REFERENCES
1. FoCo Cafe History. FoCo Cafe Web site. http://fococafe.org/about/ Published 2015.
Accessed September 19 2015.
2. Fort Collins, Colorado. United States Census Bureau Web site.
http://quickfacts.census.gov/qfd/states/08/0827425.html Published September 3, 2015.
Accessed September 22, 2015.
3. The Most Current, Easy-To-Consume Fort Collins Demographic. Fort Collins
Demographics Web site. http://www.colorado-demographics.com/fort-collins-
demographics. Published 2015. Accessed September 22, 2015.

4. Colorado QuickFacts from U.S. Census Bureau. Colorado QuickFacts Web site.
http://quickfacts.census.gov/qfd/states/08000.html. Published 2015. Accessed
September 22, 2015.
5. Coleman-Jensen A, Rabbit MP, Gergory C, Singh A. Household Food Securty in the
United States in 2014. USDA – Economic Research Service. 2015.
http://www.ers.usda.gov/media/1896836/err194_summary.pdf
6. Anderson E, Winett R, Wojcik J. Self-Regulation, Self-Efficacy, Outcome
Expectations, and Social Support: Social Cognitive Theory and Nutrition Behavior.
Annals Of Behavioral Medicine [serial online]. November 2007;34(3):304-312. Available
from: Academic Search Premier, Ipswich, MA. Accessed October 24, 2015.
7. Anderson E, Winett R, Wojcik J, Winett S, Bowden T. A Computerized Social
Cognitive Intervention for Nutrition Behavior: Direct and Mediated Effects on Fat, Fiber,
Fruits, and Vegetables, Self-Efficacy, and Outcome Expectations Among Food
Shoppers. Annals Of Behavioral Medicine [serial online]. May 2001;23(2):88. Available
from: Academic Search Premier, Ipswich, MA. Accessed October 24, 2015.
8. U.S. Department of Agriculture and U.S. Department of Health and Human Services.
Dietary Guidelines for Americans, 2010: 2010. 7th ed. Washington, DC: U.S.
Department Printing Office; 2010.

9. Branscum, P & Kaye, G. Process Evaluations for Multistic Nutrition Education
Program. Californian Journal of Health Promotion. 2012: 10:34-39.
http://www.cjhp.org/SpecialIssue1_2012/documents/34-39branscum.pdf
10. Food and Nutrition Service. USDA. Nutrition Education: Principles of Sound Impact
and Evaluation. September 2005.
http://www.fns.usda.gov/sites/default/files/EvaluationPrinciples.pdf
11. Flego A, Herbert J, Waters E, et al. Jamie’s Ministry of Food: Quasi-Experimental
Evaluation of Immediate and Sustained Impacts of a Cooking Skills Program in
Australia. Kirk M, ed. PLoS ONE. 2014;9(12):e114673.
doi:10.1371/journal.pone.0114673.
12. Levy, J, Auld G. Cooking Classes Outperform Cooking Demonstrations for College
Sophomores. Journal of Nutrition Education and Behavior.2004; 36:197-203.
13. Liquori T, Koch P.D, Contento I.R, Castle J. The Cookshop Program: Outcome
Evaluation of a Nutrition Education Program Linking Lunchroom Food Experiences with
Classroom Cooking Experiences. Journal of Nutrition Education and Behavior.
1998;30(5):302-313. doi: http://dx.doi.org/10.1016/S0022-3182(98)70339-5

14. Campbell M, Resnicow K, Carr C, Wang T, Williams A. Process Evaluation of an
Effective Church-Based Diet Intervention: Body & Soul. Health Education & Behavior.
2006;34(6):864-880. doi:10.1177/1090198106292020.
APPENDICES
APPENDIX 1: POST COOKING CLASS –SURVEY
1. Did you enjoy this recipe?
a. Yes
b. No
2. Would you recreate this recipe at home?
a. Yes
b. No
3. On a scale of 1-5 – 1 being easy - how would you rate the difficulty in creating
this recipe?
4. On a scale of 1-5 - 1 being easy – how comfortable do you feel being able to
recreate this recipe at home?
5. Is there anything that you would change in this recipe?
a. Yes
b. No
If Yes, what?
6. Is there any additional information you need to be able to reproduce this recipe?
7. On a scale of 1-5 – 1 being low – how familiar were you with the vegetable being
used in this recipe before the cooking class?

8. On a scale of 1-5 – 1 being low – how much did this cooking class increase your
knowledge of the vegetable being used? I.e. cooking techniques, gardening tips,
growing seasons.
9. How confident would you feel incorporating this vegetable into another recipe
now that you understand how to cook it?
a. Very confident
b. Somewhat confident
c. Not confident

APPENDIX 2: RECIPE TASTING QUESTIONNAIRE
1. Did you enjoy this recipe?
a. Yes
b. No
2. How did the food taste?
a. Very good
b. Good
c. Average
d. Poor
e. Very poor – did not want to eat
3. How did the food look?
a. Very good
b. Good
c. Average
d. Poor
e. Very poor – did not want to try
4. How did the food smell?
a. Very good
b. Good
c. Average
d. Poor
e. Very poor – did not want to try
5. On a scale of 1-5 – 1 being poor – what is your overall impression of the recipe?
6. Would you recreate this recipe for your family?
a. Yes
b. No
If No, what would you change?

APPENDIX 3: FOCO CAFE RECIPE BOOK SURVEY
1. Do you have a home garden?
a. Yes
b. No
If No, skip to question 5.
2. How often do you garden?
a. Year round
b. Most of the year
c. About half of the year
d. Less than half of the year
e. Very little
3. How many different types of produce do you grow in your garden?
a. 1-3
b. 4-6
c. 7-9
d. 10+
4. How much of the food that you grow do you or your family actually consume?
a. All
b. Most
c. About half
d. Little
e. None
5. How much has the FoCo Cafe recipe book increased your knowledge of
gardening?
a. Greatly increased
b. Somewhat increased
c. Not at all
6. Have you considered staring a home garden after purchasing the FoCo Cafe
recipe book?
a. Yes
b. No
7. If there were any change to your gardening habits, would you attribute this to
information you have learned from the FoCo Cafe recipe book?
a. Yes
b. No
8. How much would you say the FoCo Cafe recipe book has increased your
knowledge of incorporating vegetables into a meal?
a. Greatly increased
b. Somewhat increased
c. Not at all increaed

APPENDIX 4: NHANEFOOD FREQUENCY QUESTIONNAIRE

APPENDIX 5: OBSERVATION CHECKLIST FORINSTRUCTORREGARDING COOKING CLASS
Observational Evaluation
Check off completion for each participant upon viewing them demonstrate proficiency in an activity listed
below
The participant:
1. ______ Has the ability to split into 4 different groups (winter, Spring, Summer, Fall) based off the
vegetable recipe they were given
2. ______ Is able to chop ingredients with a knife based off the techniques demonstrated in class
3. ______ Is able to dice rhubarb, parsnip, butternut squash, or tomatoes into a similar shape and
size as demonstrated
4. ______ was able to heat butter to desired point (melted or browned) without burning as
demonstrated
5. ______ Is able to measure out ingredients as specified in the recipe
6. ______ Is able to follow the recipe provided to make the desired product
7. ______ Is able to give an introduction about their recipe before the class taste tests it
8. ______ eats among the other people in the class and engages in conversation about the meal
9. _____ Indicated through verbal or visual communication that they enjoy the taste of the recipes
10. ______ Shows interest in taking home materials (recipes and tips on increasing vegetable intake)
provided in the class

APPENDIX 6: SAMPLE OF RECIPES FROM FOCOCAFE RECIPE BOOK
Spring – Rhubarb
 Rhubarb is technically a vegetable but is used in dessert and jam recipes as a fruit. The stalk of
the plant is the only part edible because the leaves are very poisonous – do not eat the leaves!
 Rhubarb grows best in cold weather and should be planted from February to April.
 The harvest season is from early May to late September – depending on the summer heat. It is
important not to harvest the rhubarb in the first year of life.
 Rhubarb requires constant sun.
 Rhubarb requires watering every other day especially in the summer.
 The plant needs a mixture of compost or any other organic fertilizer that contains a lot of
phosphorus and nitrogen during its first year of growth. Rhubarb will come back for multiple
years.
 Rhubarb is a great source of vitamin K, vitamin C, vitamin A, and fiber.
Rhubarb Crisp
(GF)
Makes 8 servings
Ingredients:
3/4 cup organic cane sugar
3 tablespoons cornstarch
3 cups fresh rhubarb, diced
2 cups sliced apples, strawberries, apricots, peaches, or raspberries
1 cup old fashioned oats
1/2 cup packed brown sugar
1/2 cup real butter, melted
1/3 cup sweet sorghum flour or potato starch
1 teaspoon ground cinnamon
1. In a large bowl, combine sugar with the rhubarb and other fruit, allowing a syrup to form and let
stand for 20 minutes. Separate the fruit from the syrup. Whisk the corn starch and the syrup.
2. Spoon the fruit into an 8-inch baking dish. Cover with the syrup corn starch mixture.
3. In a small bowl combine the rest of the ingredients. Sprinkle over fruit. Bake at 350 degrees for 45
minutes or until bubbly and the fruit is tender. Serve warm or cold.
Calories 317.13. Total Fat 12g. Saturated Fat 7g. Sodium 10mg. Total Carbohydrate 52g. Dietary Fiber
3g. Sugars 35g. Protein 2g. Vitamin A 8%. Vitamin C 8%.
Summer -Tomatoes
Gardening Tips
 Tomatoes are frequently viewed as a vegetable but they are actually the fruit of a vegetable plant.
They are mostly used as a vegetable and are frequently used in salads and soups.
 They are a warm weather summer plant and should be planted when the temperature will always
stay above 50 degrees. Frost will kill tomatoes so it is best to plant them in May or June and

harvested about 100 days after planting. Tomatoes will continue to grow as long as the weather is
warm.
 The plant likes to be in airy spaces and should be planted with some distance between other
plants. They should be planted in full sun and watered every day if they are planted in a
container, if they are planted directly into soil they require one to two fully soaked waterings per
week.
 Nutritionally, they are high in vitamin C, biotin, and vitamin K. They have also been known to
support cardiovascular health as well as an anti-cancer agent
Chilled Tomato and Vegetable Soup
(vegan, GF)
Makes 8 servings
Ingredients:
6 ripe tomatoes, seeds removed, chopped (see instructions below)
1 cucumber
1 red bell pepper, diced
2 celery stalks, diced
2 zucchini, diced
1/2 sweet onion, fine diced
1 tablespoon fresh dill, chopped
2 garlic cloves, minced
2 teaspoons organic cane sugar
1 teaspoon sea salt
1/2 teaspoon black pepper
1 teaspoon Worcestershire sauce
2 tablespoons extra virgin olive oil
1 teaspoon fresh oregano
1 1/2 cups vegetable broth
3 cups tomato juice in addition to the juice captured from tomatoes
salt and pepper to taste
1. For tomatoes, cut in half, squeeze out seeds into a fine strainer over a bowl to catch the juice. Chop
the tomato halves. Discard the seeds.
2. Combine all ingredients except the additional tomato juice in a large bowl. Use the additional juice to
achieve the desired consistency.
3. Adjust seasonings as desired.
4. Refrigerate and enjoy this soup that is really a salad!
Calories 110, Total Fat 4 gram, Saturated Fat 0g, Sodium 450mg, Total Carbohydrate 17g, Dietary Fiber
3g, Sugars 10g, Protein 3g, Vitamin A 15%, Vitamin C 90%
Fall – Parsnips
 Parsnips are a cool-season vegetable, and they are part of the parsley family. This plant is known
for its sweet, nutty flavor. Parsnips are very hardy plants and develop a more pronounced flavor
after they have grown in cold, frosty weather.
 Parsnips can be planted from March to May.
 Parsnips can be harvested from September to December. The root is ready to remove from the
ground when the leaves start to die down in late summer/early fall. They can be left in the ground
until you are ready to harvest them, and will develop a more pronounced flavor if left in the
ground until after a light frost.
 Parsnips need about 1-2 inches of water weekly and should be watered regularly if rainfall is
inadequate.
 Parsnips grow best in cold, full sun conditions in well-drained soil. Since the plant tends to grow
deep, it is important that the soil be deep, relatively loose, and well-drained.
 Parsnips are a good source of dietary fiber, vitamin C, folate, vitamin K, and manganese.

Calories 254, Total Fat 12 gram, Saturated Fat 7g, Sodium 590g, Total Carbohydrate 25g, Dietary Fiber
5g, Sugars 7g, Protein 12g, Vitamin A 126% , Vitamin C 38%
Turkey, Potato, Carrot and Parsnip Soup
(GF)
Makes 8 servings
Ingredients:
1/4 cup butter
2 large onions, diced
4 carrots, large diced
4 parsnips, large diced
4 cups (32 ounces) turkey broth
2 1/2 cups potatoes, large diced
1 teaspoon thyme
1 1/4 cups half and half
1 1/2 cup of shredded roasted turkey
Instructions:
1. Melt butter in a large pot over medium-high heat. Add onions and saute until golden, stirring
frequently.
2. Add carrots and parsnips and cook 10 minutes.
3. Add turkey broth, potatoes, and thyme. Cover and simmer 30 minutes until potatoes are
tender, stirring occasionally. Puree half the soup and return all the soup back in the pot.
4. Stir in half and half and shredded roasted turkey.
5. Season with salt and pepper to taste. Bring soup to a simmer, serve, and enjoy!
Winter- Butternut Squash
 Butternut squash are a type of winter squash that have a sweet, nutty taste. It has yellow skin and
orange, fleshy pulp. When it is ripe, it turns deep orange with a sweeter and richer taste. It grows
on a vine.
 The growing season begins when any danger of frost has passed and the sun has warmed the
soil. 60-65℉ is their optimal temperature, as they will only germinate in warm soil.
 Harvest season is December through March.
 Butternut squash require full sunlight to grow.
 Soil should be kept moist, but not soggy. If they do not receive at least an inch of rain per week,
they will need a long soak to permeate the soil and reach the roots. Avoid high water pressure
and aim water towards the base of the plant.
 Cultivation begins by forming the soil into a hill that is about 18 inches high. This allows the soil to
heat the seeds and roots.
 These plants require heavy fertilization as they are heavy feeders.
 They are a great source of fiber, potassium, niacin, beta-carotene, and iron.

* Nutritional analysis not currently available.
Butternut Squash, Bacon, and Tree Shaker Beer Soup
Makes about 1 gallon or 12 servings
Ingredients:
1/2 cup butter
1 medium sized onion, diced
6 cups cubed butternut squash
1/2 package or 6 oz lean uncured bacon, diced
1 12 oz bottle of an autumn ale or cider (we prefer Odell Tree Shaker)
3 quarts (96 ounces) of chicken broth
1 tablespoon paprika
1 teaspoon nutmeg
1/2 pint heavy cream
salt to taste
Instructions:
1. In large soup pot, melt butter over medium-high heat allowing butter to foam, subside, and brown,
add diced onions and cook on medium-high heat stirring frequently until translucent.
2. Cook bacon until slightly crisp.
3. Add 3/4 of the butternut squash to onions. Pour in the beer and stir in the cooked bacon. Include the
bacon fat if desired. Reduce heat and simmer, covered, until squash is soft.
4. Add chicken stock, paprika, and nutmeg. Add heavy cream slowly, mixing as you do. Simmer for 30
minutes
5. Using an immersion blender, puree soup until smooth.
6. Dice the remaining squash cubes and add them to the soup. Simmer for an additional 10 minutes.
Serve hot and enjoy this hearty treat!
* Nutritional analysis not currently available.

Community Partner Project Final Version (2)

More Related Content

What's hot (20)

Similar to Community Partner Project Final Version (2) (20)

More from Madison Tuggle (8)

Community Partner Project Final Version (2)