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students in the experiential group of their study learned and retained significantly more complex and detailed food safety information than did the students in the didactic, theoretical approach group. Similarly, students participating in nutrition education and school garden activities retained more nutrition knowledge post-intervention than those exposed only to nutrition education and those in the control group (18, 21, 25). Therefore, the knowledge increases across all grades could be attributed to the practical application of knowledge through the interactive activities and concluding games. Food safety education programs for students, for the prevention of foodborne illnesses (17), are often conducted in school settings. Few food safety education programs have been conducted with students in after-school programs. The after-school class of students that participated in the FSSGP was used as a pilot test to determine whether or not the currciculum would be suitable in this type of learning environment. Though several students appeared distracted and restless during the instruction, there were no significant knowledge differences between the first and second graders in the after-school program and the students in the in-school classes (data not shown). Upon completion of the program, 161 students indicated they would tell their parents/guardians about the FSSGP and what they learned. Thirty percent (59/194) of all parent/guardian follow-up questionnaires were returned. Based on the number and variety of topics written by parents/guardians, the children were able to reiterate and explain a variety of the garden-related food safety topics upon returning home. Parents/guardians described multiple topics, for example, wash your hands for 20 seconds; keep animals out of the garden; and wash your fruits and veggies before eating them. The approach and effect of children's intent to disseminate information to their families has been elucidated by the Theory of Planned Behavior (1). This behavioral theory describes that intention is the strongest predictor of actual behavior. Thus, children who intended to tell their parents/guardians what they learned may be more likely to engage in proper food safety behaviors and teach what they learned to their family. Parent/guardian responses on the follow-up reflected a strong indication that students understood the information and taught their family what they learned. Additionally, students who spoke to their parents/guardians may be retaining more of the information (17). Parents/guardians are often targeted for food safety education programs, as they are typically the primary food preparer in the home (20, 33). However, findings from this study support existing research that children are able to gain knowledge of correct food safety principles, start to develop proper food safety behaviors, and continue to build a sound principles, foundation of food safety knowledge and behaviors (6, 8). The results of this study show that educating children on food safety principles related to school gardening also allows the family to be a secondary target audience that will receive proper food safety information. CONCLUSION The FSSGP was successful in increasing elementary school students' knowledge of school garden-related food safety principles, as evidenced by the significant increase in overall knowledge within each grade. This curriculum was appropriate for multiple grade levels (grades 1-5) Secondly, the FSSGP impacted a secondary target audience, the parents/guardians, via the elementary school students, as evidenced by the 23% response rate from the follow-up questionnaire, indicating that the students were transferring the information and new knowledge they had learned in the classroom. Finally, the interactive activities, rated as satisfactory or better by the majority of students, may have helped to reinforce the information taught in the program. The curriculum was part of a Master's thesis project and can be found at http://digitalcommons.uri.edu/cgi/viewcontent. cgi?article=1599&context=theses. For future research, the FSSGP could be tested in afterschool programs on a larger scale and in summer camps that incorporate gardening activities. Perhaps incorporating additional hands-on garden activities into the program may further the development of proper food safety behaviors. The FSSGP was conducted in a primarily urban population and could be tested in first- to fifth-grade classes in rural or suburban schools. ACKNOWLEDGMENT This work was supported by USDA/FNS Award CNF25-SS-14-RI-01 administered through Farm Fresh RI and USDA National Institute of Food and Agriculture, Hatch Project #100765 with URI Land Grant contribution number 5425. We acknowledge Kimberly Clark at Farm Fresh Rhode Island for help with recruitment of participants and Dr. Robert Gable, Director, Center for Research and Evaluation Graduate School, Johnson and Wales University and Emeritus Professor Educational Psychology, for help with statistical assessment. REFERENCES 1. Ajzen, I. 1991. The theory of planned behavior. Organ. Behav. Human Decis. Process. 50:179-211. 370 2. Butterfield, B. 2009. Impact of home and community gardening in America. National Gardening Association, 1-17. Available from: http://www.gardenresearch.com/files/2009Impact-of-Gardening-in-America-WhitePaper.pdf. Accessed 17 April 2014. Food Protection Trends September/October 3. Centers for Disease Control and Prevention. 2013. Surveillance for foodborne disease outbreaks. Available at: http://www.cdc. gov/mmwr/pdf/ss/ss6202.pdf. Accessed 3 June 2014. http://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1599&context=theses http://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1599&context=theses http://www.cdc.gov/mmwr/pdf/ss/ss6202.pdf http://www.cdc.gov/mmwr/pdf/ss/ss6202.pdf http://www.gardenresearch.com/files/2009-Impact-of-Gardening-in-America-White-Paper.pdf http://www.gardenresearch.com/files/2009-Impact-of-Gardening-in-America-White-Paper.pdf http://www.gardenresearch.com/files/2009-Impact-of-Gardening-in-America-White-Paper.pdf

Table of Contents for the Digital Edition of Food Protection Trends - September/October 2016