Graduate Studies

 

First Advisor

Andréia Bianchini

Degree Name

Doctor of Philosophy (Ph.D.)

Committee Members

Bing Wang, Jayne Stratton, Jenny Keshwani

Department

Food Science and Technology

Date of this Version

8-2025

Document Type

Dissertation

Citation

A dissertation presented to the Graduate College of the University of Nebraska in partial fulfillment of requirements for the degree of Doctor of Philosophy

Major: Food Science and Technology

Under the supervision of Andréia Bianchini

Lincoln, Nebraska, August 2025

Comments

Copyright 2025, Karen Andrea Nieto Flores. Used by permission

Abstract

Food science provides an opportunity to engage high school students in Science, Technology, Engineering, and Mathematics (STEM) by connecting classroom concepts to real-world applications. Despite the field’s relevance to public health, food safety, sustainability, and innovation, food science remains largely absent from high school curricula, and few students recognize it as a viable STEM pathway. This research addressed this gap by evaluating immersive summer camp experiences and teacher-focused curriculum review as strategies to increase food science awareness and interest among students and educators. A literature review traced the historical development and current landscape of K–12 food science education, identifying barriers such as limited student awareness, insufficient instructional resources, low teacher confidence, and minimal professional development opportunities. To address these challenges practically, a mixed-methods approach evaluated out-of-school-time summer camp programs. The three-day camp “How the Cookie Crumbles” resulted in an increase in students’ content knowledge, enhanced student interest in food science topics and careers, and deepened their understanding of the farm-to-fork continuum. Similarly, one-day summer camps, “Pizza, The Rise of the Dough,” “The Science of Ice Cream,” and “The Science of Cookies” demonstrated improvements in students’ content knowledge. Through a Draw a Food Scientist Test students’ conceptions of food scientists evolved from generic laboratory imagery to diverse roles in product development, food safety, and food processing. In addition, a transcendental phenomenological study explored high school science teachers’ experiences and perspectives as they reviewed a Next Generation Science Standards (NGSS)-aligned curriculum focused on food waste. Teachers valued the curriculum’s real-world relevance and interdisciplinary design but identified challenges related to implementation, such as pacing and district-level constraints. Suggestions for food science integration included labeling within existing curricula, reframing current instructional content, and developing elective courses. Drawing upon these insights, the “Relate, Reveal, Reach” guiding framework was established to connect food science students’ personal experience (Relate), facilitate inquiry through engaging phenomena (Reveal), and foster awareness towards food science careers (Reach). Collectively, these studies demonstrate how experiential interventions and collaborative curriculum review can enhance student learning and interest, providing practical guidance for developing sustainable, standards-aligned high school STEM programs.

Advisor: Andréia Bianchini

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