Designing For Wellness

Designing for Wellness:
TRANSFORMING THE IMPACT OF NUTRITION EDUCATION

THROUGH DESIGN THINKING STRATEGIES
Jason Mills
Designing For Wellness: Candidate for Master of Arts, Design Management
TRANSFORMING THE IMPACT OF NUTRITION EDUCATION
THROUGH DESIGN THINKING STRATEGIES
Design management is the coalescence of design thinking, creative

facilitation, and business strategy for the purposes of promoting innovation and
transformative change on societal, economical, and organizational levels.
Final Project submitted to the faculty of the Design Management Department at the
Savannah College of Art and Design (SCAD) on June 4, 2016, in partial fulfillment
of the requirements for the degree of Master of Arts in Design Management.
Figure 1 (Cover). Tesselated banana. Author’s image.

Figure 2. Photo of Jason Mills. Author’s image. i
INTRODUCTION Designing For Wellness
The purpose of Designing For Wellness (DFW) was to explore the possibility of
intersecting design and nutrition education for the purpose of improving family
eating habits. Throughout the course of the study, several contextual research and
design thinking methods were used to expose unique design opportunities.
Primary research, conducted in St. Louis, Missouri, between January and May
2016, included in-person interviews, surveys, meal comparisons, facilitation
sessions, and direct observation of meal planning and preparation habits. These
research activities were supported by peer-reviewed academic articles and relevant
design and nutrition books. Research data was then processed, analyzed, and
synthesized into insights that sparked opportunities for unique concepts.
Several concepts were explored, and three were tested among a group of parents
in the St. Louis area as potential proponents of a nutritional family lifestyle. The
results of this prototype testing process paved the way for the final design concept,
Nomnivore, which addressed the barriers of time and convenience in order to
successfuly support families.
It is recommended that the key stakeholders in the nutrition education community

collaborate with parents, using design thinking to encourage, support, and
improve family eating habits.
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DEDICATION Designing For Wellness
To my lovely wife, Brenna, who continues to support and inspire me in

everything I do. I could not have completed this project without your love,
understanding, and incredible cooking. Thank you for your commitment to my
success; I love you.
To my grandparents, Dan and Charlotte, who have always taught me the

meaning of hard work. Your love and support has guided me through all of
life’s endeavors, which has culminated in this capstone project.
To all of my friends and family, thank you for continuing to share in the
adventure with me.
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ACKNOWLEDGMENTS Designing For Wellness
Many thanks go to my amazing colleagues at PGAV Destinations,

for facilitating the flexibility needed to succeed in this work. A special thanks
goes to those in the organization who have actively and emphatically
participated in the research for the project. I could not have pulled this off
without all of you.
I would like to express my gratitude towards the faculty I have worked with
at SCAD. Your expertise, professionalism and guidance has brought clarity to
the next step in my life’s adventure. In particular, I would like to thank Regina
Rowland, Tom Hardy, and Bill Lee for believing in my goals and consistently
pushing me to be a better design manager.
I would like to thank the parents and their families who helped to make this
project a reality. Your insights helped to shape exciting new opportunities
for nutrition education. Also, to all of the enthusiastic participants who have
donated their time and perspective, I cannot thank you enough for the
opportunity to learn from you.
A special thank you goes to my editors, Jody Murphy and Rachael Havey. Your
dedication to keeping my work visually and grammatically sound has been
invaluable to the project’s success.
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TABLE OF CONTENTS Designing For Wellness
01 PROJECT FRAMING 53 DESIGN OPPORTUNITIES 109 CONCLUSIONS

& CRITERIA & RECOMMENDATIONS
02 Subject of Study
Problem Statement 54 Opportunities for Design 110 Conclusions
Target Audience 56 Design Criteria for Prototype 114 Recommendations
03 Purpose Reframing
Scope 115 APPENDICES
04 Significance of Study 57 PROTOTYPE DEVELOPMENT & TESTING
116 Appendix A: Project Timeline
05 PROJECT POSITIONING 58 Prototype Ideas 117 Appendix B: Research Matrix
60 Concept Development Process 119 Appendix C: Research Protocols
06 Opportunity Statement 61 Ideation 137 Appendix D: Working Wall
07 Positioning 62 Concept Testing 145 Appendix E: Research Documentation
18 ZAG Steps 79 Prototype Testing 157 Appendix F: Interview Transcriptions
21 Value Proposition 187 Appendix G: Action Research Results
Onliness Statement 87 FINAL DESIGN TO MARKET 190 Appendix H: Prototype Feedback
191 Appendix I: Business Model Development
22 RESEARCH ACTIVITIES & SYNTHESIS 88 Final Prototype
100 Business Model Canvas 201 REFERENCES
23 Research Space 101 Implementation Plan
24 Research Methodology 202 Annotated Bibliography
25 Research Activities 211 Tables
27 Research Questions 212 Figures
28 Research Protocols
29 Research Analysis
50 Research Synthesis
52 Research Findings at a Glance
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Designing For Wellness:
PROJECT FRAMING
PROJECT FRAMING Designing For Wellness
SUBJECT OF STUDY TARGET AUDIENCE

The subject of this study was to identify challenges associated with nutrition education and healthy The target audiences for this project were identified as families who may benefit from the outcome
eating habits among parents and guardians of children between the ages of two to eighteen. of research synthesis and prototype testing, evaluating sustainable methods for nutrition education
in the home environment.
PROBLEM STATEMENT
Key stakeholders in the utilization of the research findings from this project were health
Developing sustainable, healthy eating habits among families represents an ongoing challenge for professionals and educational institutions supporting parents in nutrition education and healthy
parents, which can be associated with several barriers such as time constraints, inconsistent meal eating strategies for their families.
planning, and lack of nutritional knowledge (Zarnowiecki, Sinn, Petkov, & Dollman, 2012). Studies
have shown that parental encouragement and support can also play a critical role on children’s HEALTH PROFESSIONALS
development of healthy eating habits (Bauer, Laska, Fulkerson, & Neumark-Sztainer, 2011). The Nutrition professionals are defined as those who advise on matters of food and nutrition impacts
challenges of reaching and engaging parents to educate them about healthy eating habits has on health. They may engage educational institutions and families directly or indirectly through
been associated with the ineffectiveness of family-centered intervention programs (Davison, nutrition advisement or public programs. These representatives may include physicians, dietitians,
Jurkowski, Li, Kranz, & Lawson, 2013). health coaches, or personal trainers.
EDUCATIONAL INSTITUTIONS
Educational institutions are defined as the academic environments that may support and
implement nutrition programs and interventions targeted towards children and their parents.
These environments are important partners in nutrition education research, because “parents have
identified schools as an ideal location for nutrition education to occur” (Slusser, et al., 2011, p. 6).
2
PURPOSE OF STUDY
The focus of this project was to research and evaluate current strategies in parental nutrition
education, and identify potential opportunities for engaging and supporting parents in developing
and maintaining healthy eating habits for themselves and their families.
SCOPE OF STUDY
CONTEXT LOCATION & TIMELINE
The context of this study was an evaluation of the landscape of nutrition education, with the goal of Research was conducted and analyzed within the homes, offices, and shopping environments
understanding existing barriers and motivators for healthy eating choices in families. of participating parents, health professionals, educators, and design managers. All primary and
secondary research was conducted in St. Louis, Missouri between January and May 2016.
CONTENT *For comprehensive project timeline, see Appendix A.
The content included qualitative contextual research, design thinking methods, nutrition education
resources, and co-creation through facilitation of design management methodologies. DELIMITATIONS
This project did not include direct observation of children or youth. Evaluations of
SUBJECTS school-based nutrition education and intervention programs were not considered as
The primary subjects for this project were the parents or guardians of children between early directly relevant factors to this study. Socioeconomic status and ethnic diversity were
childhood and adolescence, aged two to eighteen. The participants varied in age, gender, profession, treated holistically to focus on universal innovation opportunity amongst parents.
ethnicity, and socioeconomic status to ensure a cross-section of diverse representation.
Secondary subjects included health professionals, educators, and design managers. These subjects
were studied as a means of offering additional insight and perspective related to family nutrition
habits in order to triangulate data.
3
SIGNIFICANCE OF STUDY
This study prepared the researcher for entry into the field of nutrition and health as a design
manager. Possessing key skill sets enabled the researcher to facilitate the identification of
opportunistic concepts, promote innovation, and strengthen current practices for adults and
children challenged by the barriers associated with healthy eating habits and active lifestyles.
D G
M T
PROFESSIONAL DEVELOPMENT DESIGN MANAGEMENT THE WORLD
This project contributed to the researcher’s development as a This study was applied to the design management discipline Potential contributions to the world were offered through
design manager by fostering innovation opportunity through by presenting opportunities for the utilization of design qualitative inquiry, evaluation, and implementation of the
interdisciplinary collaboration and cocreation. Acting as the thinking methods to support and transform nutrition opportunities described within the scope of this project.
culmination and demonstration of design management education for families. The resulting insights created unique Families were identified as the key recipients of these
methods and tools, the project prepared the researcher for focus areas for design management within the health and contributions, through implementation and iteration of action
professional application of these processes in future nutrition sectors, while positioning design thinking strategies research methods.
career opportunities. as valuable facilitators of innovation and positive change.
Figure 3 (left). Professional development icon. Author’s image.

Figure 4 (center). Design management icon. Author’s image.
Figure 5 (right). World icon. Author’s image. 4
PROJECT POSITIONING
PROJECT POSITIONING Designing For Wellness
OPPORTUNITY STATEMENT
An opportunity existed for design thinking methods to intersect with
current nutrition education practices in an effort to better equip parents
with effective tools for improving healthy eating habits within their families.
Figure 6. Opportunity statement graphic. Author’s image. 6

COMPETITOR/COLLABORATOR ANALYSIS
The competitive landscape for nutrition-based EMPATHY-DRIVEN
toolkits was mostly positioned in the nonprofit OPPORTUNITY SPACE
sector, but also included for-profit offerings.
Designing For Wellness exists in between
these spaces, as a freemium product that is Designing For Wellness
accessible but expandable, driven by both
good design and empathy.
Eat Healthy, Be Active

Kurbo
LOW-INCOME FAMILIES HIGH-INCOME FAMILIES
Parent Toolkit
Cooking Matters
MyPlate
KNOWLEDGE-DRIVEN
Figure 7. Competitor 2x2 chart. Author’s image. 7
COMPETITOR/COLLABORATOR ANALYSIS > EAT HEALTHY, BE ACTIVE

The Eat Healthy, Be Active (EHBA)
OBJECTIVES MEMBERS LESSONS
Community Workshop Series is a collection
What is their value? What categories do they fall into? What can they teach us?
of health-focused workshops designed for
adults that offers various activities to promote • Provides educational resources to teach adults about • Educators/facilitators • Proven methods for creating healthy eating habits in
healthy eating and physical activities. healthy eating and exercise habits adult populations
• Dietitians/nutritionists
• Positioned as a foundation program for consistent
nutrition education and awareness across the • Adults/parents (recipients)
United States
APPROACH CHANNEL COLLABORATION OPPORTUNITIES

How do they add value? What is their entry point? Where do we overlap?
• Empowers health professionals, advocates and educators • Web interface introduces workshops to potential users • Potential partnership to assist with improving design
to utilize workshops as community outreach tools and utilize design thinking to co-create new, compelling
• Delivered to adults through community outreach or workshops
health coaching in professional and academic settings
Table 1. Segment matrix, EHBA. Author’s image. 8

COMPETITOR/COLLABORATOR ANALYSIS > EAT HEALTHY, BE ACTIVE

STRENGTHS WEAKNESSES
• Offers informative activities through workshops designed • Workshop facilitation kits could benefit from the
ADAPTABILITY
to foster healthy eating habits in adults application of design thinking to positively transform
activity offferings
• Acknowledges connection between nutrition and
physical activity • Workshops are not directly usable by parents
as facilitators
• Equips facilitators/educators with tools that can be DESIGN CONTENT
downloaded instantly and implemented immediately • Difficult to locate within health.gov framework
OPPORTUNITIES THREATS
• Kits could be marketed to nutrition clinics more directly • Lack of impactful marketing materials could cause
competitive toolkits with less credibility to gain
• Workshop facilitators could partner with local, prominence
COST CREDIBILITY
health-focused events to offer mixed-interaction activities
ACCOUNTABILITY
Table 2 (left). SWOT analysis, EHBA. Author’s image.

Figure 8 (right). Radar map, EHBA. Author’s image. 9
COMPETITOR/COLLABORATOR ANALYSIS > KURBO

Kurbo is a nutrition education and health
coaching tool for children between the ages of
eight to adolescent, fueled by a smartphone
app that measures eating habits through meal • Youth-friendly health coaching • Physicians • Strategies to build flexible revenue streams
tracking and professional guidance. Kurbo is
a subscription-based nutrition platform used • Gamification of healthy eating and nutrition principles • Parents • Simplification of nutrition awareness the entire family
can utilize
by kids, teens and their parents to facilitate a • Provides nutrition tips and guidance for parents within a • Kids/Teens
healthy lifestyle. well-designed user interface • Holistic product offering that reaches beyond the
• Employers parent sector
• Health Coaches

• Linking each user to a personal health coach promotes • Businesses— initial contact through web interface, • Child-centered offering could compliment a
active accountability within a fun framework marketing toolkit and implementation plan parent-targeted toolkit
• Business arm leverages the service as an employee • Individuals— web interface, app download and • Digitally-focused service could be a harmonious
incentive/benefit service sign-up companion to tangible education tools, expanding
accessibility of nutrtion education and coaching
• Physicians- marketing within office
Table 3. Segment matrix, Kurbo. Author’s image. 10

COMPETITOR/COLLABORATOR ANALYSIS > KURBO

• Gamification of nutrition education topics keeps kids • High cost structure is beyond reach for parents who may
ADAPTABILITY
engaged in the service benefit the most
• Service can be used by the entire family to achieve • Reliance on consistent interaction and commitment may
personal goals be shortsighted for some users
• Diversified offerings meet both individual and • Children must desire positive change to actively DESIGN CONTENT
business needs participate in the service
• Marketing within health care environments increases • Service is only available as a mobile app
product awareness
• Service partnership with relevant entities, such as gyms • Health partners may begin offering similar services
and fitness centers provided by the parent health care facility
COST CREDIBILITY
• Cross-interaction/partnership with grocery stores • Lower-cost, free, or freemium models could affect the
sustainability of the service due to high cost structure
• Partnership with nutrition clinics to offer whole-family
workshops and/or cooking classes
• Potential connections with school nutrition programs ACCOUNTABILITY
Table 4 (left). SWOT analysis, Kurbo. Author’s image.

Figure 9 (right). Radar map, Kurbo Author’s image. 11
COMPETITOR/COLLABORATOR ANALYSIS > PARENT TOOLKIT

The Parent Toolkit is a web-based platform
developed for nutritional, academic and
behavioral wellness that offers tips and
strategies for parents at every stage of • Provides educational resources for child development • Educators • Value added by partnering with experts
their child’s development. A corresponding and wellness
smartphone app allows parents to track • Parent advisors • Well-designed interface and compelling visuals raise
• Leverages multidisciplinary expertise to increase value awareness and accessibility
growth progress. • Nutrition experts
• Promotes supportive strategies for parents in all aspects • Relevant education opportunities for parents
of developmental growth • Psychologists (physical activity, social skills)

• Video-based tips • Events • Supporting parents with additional nutrition guidance

and tools
• Grade-by-grade charts, tips and resources for academic, • Web interface
health and social growth • Families’ Stories case studies are examples of
• Companion app for smartphones successful strategies
• Checklists for doctor visits to promote preventative
health strategies
Table 5. Segment matrix, Parent Toolkit. Author’s image. 12

COMPETITOR/COLLABORATOR ANALYSIS > PARENT TOOLKIT

• Well-designed web interface • Reaching desired information can be time-consuming
ADAPTABILITY
• Companion app allows mobile tracking and education • Nutrition resources are dense and poorly structured
on-the-go
• Not enough attention is paid to family meals and
• Partnerships with experts increases value and credibility overall nutrition
DESIGN CONTENT
• Accountability for new and existing users is low, which
may not lead to desired developmental results
• Freemium model could offer expanded services and • Changes in developmental standards or expectations for
support frameworks children’s behavior
COST CREDIBILITY
• Partnership with health and wellness leaders could • Introduction of new family-targeted toolkits into
increase awareness and facilitate expansion of offerings the marketplace
• Online or on-ground workshops could be offered by

partnering with facilitators and educators to foster healthy
eating habits ACCOUNTABILITY
Table 6 (left). SWOT analysis, Parent Toolkit. Author’s image.

Figure 10 (right). Radar map, Parent Toolkit. Author’s image. 13
COMPETITOR/COLLABORATOR ANALYSIS > MYPLATE

MyPlate is a nutrition awareness program
developed by the United States Department
of Agriculture (USDA). The primary goal of the
program is in offering information, toolkits • Provides healthy eating solutions for everyday living • Health professionals • Strategies for engaging families through widely
and other resources for promoting healthy accessible tools
eating habits and overall wellness awareness. • Promotes positive change for everyone in the family • Students
• The potential for good design to positively influence
• Children nutrition habits
• Adults

• Offers free toolkits for educators and health professionals • Choosemyplate.gov web interface • Incorporation of MyPlate standards into family toolkits
to easily integrate into their services
• MyPlate smartphone food tracking and education app • Partnership between multiple offerings to strengthen
• Provides current and accessible information for parents design of toolkits and web/mobile interfaces
and children based on credible dietary guidelines
Table 7. Segment matrix, MyPlate. Author’s image. 14

COMPETITOR/COLLABORATOR ANALYSIS > MYPLATE

• Flexible, diverse nutrition education resources for • ‘My Wins’ advice-based extension does not integrate with
ADAPTABILITY
families, individuals and health professionals core MyPlate app
•SuperTracker offers group challenges for families • Scattered design interface is difficult to navigate
and assess
• Free digital and print resources are easily accessible with
a low-cost structure • MyPlate app is focused on calorie tracking and less on DESIGN CONTENT
development and maintenance of healthy eating habits
• Integration with nutrition labeling systems for visual • Visually compelling alternatives could emerge, bringing
association of nutritional content nutrition education to families more easily
COST CREDIBILITY
• Partnership with facilitators to offer workshops based
around the core MyPlate philosophy
ACCOUNTABILITY
Table 8 (left). SWOT analysis, MyPlate. Author’s image.

Figure 11 (right). Radar map, MyPlate. Author’s image. 15
COMPETITOR/COLLABORATOR ANALYSIS > COOKING MATTERS

Cooking Matters is an extension of the
Share Our Strength’s No Kid Hungry
campaign, which is composed of volunteer
dietitians, nutritionists and facilitators • Utilizes cooking as a platform for interactively educating • Kids • Chefs • Alternative frameworks for parent-as-facilitator toolkits
dedicated to teaching families about families about healthy eating and cooking habits
nutrition and wellness through hands-on • Teens • Nutritionists/dietitians • Activity-centered techniques that involve the
• Recognizes the value of family meals and leverages this entire family
cooking workshops. as a method of increasing nutrition awareness in families • Adults
The Cooking Matters in Your Community • Families

(CMYC) toolkit is a set of instructional
techniques for leading cooking • Educators/facilitators
demonstrations while reinforcing key
nutrition education and food availability
guidance. APPROACH CHANNEL COLLABORATION OPPORTUNITIES
• Utilizing MyPlate as a partner to educate participants • CMYC Faciltators guides available on the Cooking Matters • Incorporation of cooking-focused tools for parents
about nutrition standards website
• Empowering parents to make healthy choices at home
• Integration of multiple disciplines towards the goal of • Core Cooking Matters information accessed through and in the shopping environment
helping families share healthy eating strategies web interface
• Companion app offering healthy recipes and personalized • Companion meal planning/recipe app can be
meal planning downloaded for smartphone users
• Grocery store tours offer additional community

outreach and provide nutrition education in the shopping
envionment
Table 9. Segment matrix, Cooking Matters. Author’s image. 16

COMPETITOR/COLLABORATOR ANALYSIS > COOKING MATTERS

• Offers accessible, realistic resources for low-income • Highly focused on low-income demographic- could
ADAPTABILITY
families to learn healthy cooking and shopping strategies expand into higher socioeconomic status with similar
that don’t break the bank nutritional needs
• Advocated nutrition to kids and parents alike, resulting in • Parents may find difficulty engaging due to time
a holistic hands-on solution for health literacy constraints
DESIGN CONTENT
• Partnerships with nutrition clinics could ensure greater • Cable networks and online streaming services with
accountability for behavioral change relevant content could prevent families from engaging in
Cooking Matters offerings or events
COST CREDIBILITY
• Destination-based workshops could open opportunities to
partner with other health-focused organizations • Existing education tools for families to use at home
are limited. Competing services or networks could sway
• Scholarship and grant-based programs could provide famillies from Cooking Matters if more accessible,
incentives for kids to build nutrition awareness through home-based tools are offered
current offerings ACCOUNTABILITY
Table 10 (left). SWOT analysis, Cooking Matters. Author’s image.

Figure 12 (right). Radar map, Cooking Matters. Author’s image. 17
ZAG STEPS
1 WHO ARE YOU?
Designing For Wellness is a family nutrition sidekick

2 WHAT DO YOU DO?
We nurture healthy eating choices in families

3 WHAT’S YOUR VISION?
We want to be a part of every family’s healthy eating

for parents who already have a lot on their plates. through good design. lifestyle (breakfast, lunch, dinner and everything
in between).
4 WHAT WAVE ARE YOU

RIDING?
We are building on the excitement of the organic food

5 WHO SHARES THE
BRANDSCAPE?
We share our passion with government-funded

6 WHAT MAKES YOU THE
“ONLY’?
We are the only nutrition-based experience for

movement, which has been developed with health- nutrition campaigns, independently-distributed families that encourages healthy eating habits and
tracking innovations, buy local trends and general toolkits, nutrition awareness products and school holistic nutrition awareness by infusing design
consumer transparency. nutrition intervention programs. thinking methods for busy parents in the United
States, to realize a future of health literacy in a world
where families are limited by time, constrained by
budget limitations, and tempted by convenience.
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ZAG STEPS
7 WHAT SHOULD YOU

ADD OR SUBTRACT?
We should add a streaming video service that

8 WHO LOVES YOU?
Busy parents who need guidance and support but

9 WHO’S THE ENEMY?
The enemies are independent nutrition counseling

provides quick and healthy meal tips from our have little time or financial resources love us. services charging premium prices for limited
culinary team. consultation sessions, meal-to-door services that offer
Grocery stores and farmers markets who are actively healthy content without the benefit of added nutrition
We should not pursue for-profit app development, promoting healthier food choices support what we do. knowledge, and technology-driven apps and products
unless it also promotes tangible learning and quality that are primarily interested in the tracking and
conversation around key nutrition principles. Personal trainers, dietitians and other health scientific evaluation of existing eating habits and
professionals can find client awareness opportunities food choices.
in our offerings.
10 WHAT DO THEY CALL

YOU?
Nomnivore
11 HOW DO YOU EXPLAIN
YOURSELF?
“Eat freely, be healthy.”

12 HOW DO YOU SPREAD
THE WORD?
Grocery stores, farmers markets, schools, nutrition

clinics, health expos, and special events
Nomnivore is a fresh experience for families.
19
ZAG STEPS
13 HOW DO PEOPLE
ENGAGE WITH YOU?
People engage with us through interactive games

14 WHAT DO THEY
EXPERIENCE?
They experience integrated nutrition education that

15 HOW DO YOU EARN
THEIR LOYALTY?
We offer free demonstrations and activities,

and activities that challenge families to make doesn’t feel like a chore. Awareness about healthy alongside retail and subscription opportunities. The
healthier choices in a fun way, in addition to eating choices becomes a natural extension of entry point to our network is simple, effective, and
take-home tools and meal kits that are curated in families’ daily lives. transformational.
partnership with grocery stores and
health-minded organizations.
16 HOW DO YOU EXTEND

YOUR SUCCESS?
Our experience is supported by a subscription-

17 HOW DO YOU PROTECT
YOUR PORTFOLIO?
We operate within a lean system, minimizing

based meal delivery service and a take-home activity abundant product manufacture or heavy facility
cookbox. We also offer an app for tracking events and overhead. We keep development costs low, maximize
complete integration of the Nomnivore system. Our our partnerships and diversify our offerings to ensure
experience is also available at a corporate level for brand awareness across many customer segments.
utilization with employee assistance programs (EAPs),
as well as within professional health organizations
and educational institutions.
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VALUE PROPOSITION ONLINESS STATEMENT

DESIGNING FOR WELLNESS is FOR busy parents WHO seek the resources and Designing For Wellness is the only nutrition-based experience for families that
support for making healthy eating choices on-the-go. encourages healthy eating habits and holistic nutrition awareness by infusing
design thinking methods, for busy parents in the United States to realize a future of
DESIGNING FOR WELLNESS is a nutrition education experience offering health literacy in a world where families are limited by time, constrained by cost and
design-centered activities for promoting healthy eating habits for families. tempted by convenience.
IT DOES THIS BY empathizing with parents directly to fully understand their specific WHAT nutrition-based experience for families
needs and circumstances, focusing on the family meal experience from the
parent’s perspective. HOW that encourages healthy eating habits and holistic nutrition
awareness by infusing design thinking methods
UNLIKE other experiences designed to promote nutrition education,
DESIGNING FOR WELLNESS is positioned to empower families towards healthier WHO for busy parents
lifestyles in an accessible and fun way.
WHERE in the United States
WHY to realize a future of health literacy
WHEN in a world where families are limited by time, constrained by

budget limitations, and tempted by convenience
Table 11. Onliness statement matrix. Author’s image. 21

RESEARCH ACTIVITIES
& SYNTHESIS
RESEARCH ACTIVITIES & SYNTHESIS Designing For Wellness
RESEARCH SPACE MAP
The research space for this study was defined as the intersection INNOVATION SPACE
of design and nutrition, with the additional influence of
business strategy. More specifically, the practice of design
management and design thinking methods was integrated into DESIGN NUTRITION
current parent nutrition behaviors to identify opportunities for
PARENTS
positive change and innovation. NUTRITION PROFESSIONALS
EDUCATORS
SCHOOL-HOME LIASONS
CREATIVE PHYSICIANS
DESIGN MANAGEMENT FACILITATION CHILDHOOD OBESITY
Sawyer (2007) Davison, et al. (2013)
Stone (2010) Ebbeling, et al. (2002)
Golley, et al. (2011)
Lindsay, et al. (2006)
Rawlins, et al. (2013)
PARENT NUTRITION Stice, et al (2006)
EDUCATION
DESIGN THINKING Bauer, et al. (2011)
Lockwood (2010) Berge, et al. (2011)
DESIGNERS
Martin (2009) Brandl (2014)
DESIGN MANAGERS
Osterwalder (2010) Golan & Crow (2004) NUTRITION EDUCATION
Stone (2010) Golan, et al. (1998) + TECHNOLOGY
INNOVATION
Marks, et al. (2011) SCHOOL-BASED Brug, et al. (2003)
Gloor (2005)
Moore-Harrison, et al. (2008) NUTRITION PROGRAMS Franko, et al. (2008)
Johansson (2004)
Natale, et al. (2014) Guitart, et al. (2014) Kreisel (2004)
Lockwood (2010)
Peters, et al. (2013) Morris, et al. (2000) Short, et al. (2014)
Martin (2009)
Salvy, et al. (2011) Moss, et al. (2013)
Osterwalder (2010)
Slusser, et al. (2011) Oxenham & King (2010)
Prather (2009)
Wardle (1995) Perez-Rodrigo & Aranceta (2001)
Rogers (2010)
Zarnowiecki, et al. (2012) Perez-Rodrigo & Aranceta (2003)
Tett (2009)
Von Hippel (2005) COMPETITIVE Story, et al. (2002)
CREATIVE
ADVANTAGE FAMILY MEALS
PROBLEM-SOLVING
Gloor (2005) Fulkerson, et al. (2008)
Belsky (2010)
Neumeier (2007) Fulkerson, et al. (2011)
de Bono (1970)
Osterwalder (2010) Hammons & Fiese (2011)
Kolko (2010)
Phillips (2004) Luchini, et al. (2014)
Roam (2009)
Neumark-Sztainer, et al. (2014)
NUTRITION EDUCATION
BUSINESS STRATEGY
Figure 13. Map of research space. Author’s image. 23

RESEARCH METHODOLOGY
QUALITATIVE CONTEXTUAL ACTION RESEARCH INQUIRY
This project was designed to collect contextual qualitative research data about current
family nutrition habits by studying parents’ decision-making processes about healthy
eating through an ethnographic lens. The study was supported by action research methods
that facilitated iterative evaluation, analysis, and validation of design opportunities.
This form of qualitative research was appropriate because it enabled the researcher to
consistently measure positive change over the course of the study. The structured cycle of
planning, action, observation, and reflection provided a platform on which to prototype
new ideas, supported by real-world feedback within the target audience.
This study primarily involved direct interaction with parents, supported by educators
and health professionals who may often engage with parents in the context of nutrition
education. By applying design thinking strategies to an in-depth observation of parents’
nutrition habits, the reseacher could utilize data synthesis methods to expose opportunities
for innovative meaning-making.
Figure 14. Action research process sketch. Author’s image. 24

RESEARCH ACTIVITIES
DATA PROCESSING METHODS
4 SHADOWING SESSIONS
March 19-April 15, 2016
16 SEMI-STRUCTURED INTERVIEWS
With consent, four parents were shadowed while shopping at a grocery store and A series of in-person and phone-based interviews were conducted with nineteen
preparing a family meal. Shopping observations, meal content, and preparation subjects involved in the study. Parents were the primary source of participants in
process were all recorded and evaluated. collecting these data, supported by educators, design managers and
health professionals.
43 ONLINE SURVEYS
April 2-23, 2016
2 ACTION RESEARCH FACILITATION SESSIONS
April 29, 2016 | May 31, 2016
An online survey was conducted with parents, and disseminated throughout Three group facilitations involving parents and a design manager were
personal and professional connections. Data about family meals, parent nutrition conducted in weekly cycles, which utilized a series of design thinking activities
habits, and demographics of participants were collected. The survey was active for employed to understand parents’ motivations towards healthy eating habits.
a period of three weeks.
14 MEAL COMPARISONS
Family meal content data was collected and compared across multiple home
environments to evaluate the quality and consistency of nutritional content.
Fourteen surveys were collected from elligible participants for a period
of two weeks.
25
RESEARCH ACTIVITIES
DATA PROCESSING METHODS DATA SYNTHESIS METHODS

Data were documented and processed via digital recording, photographs, and observational Multiple techniques were combined in this study to synthesize triangulated data sets into insights
sketches. Semi-structured interviews were processed using manual transciption. Photographs and opportunities for design. The iterative cycle of the action research lens also contributed several
collected during shadowing and observation sessions were sorted and reviewed after each session. methods of synthesizing data.
All data were organized accordingly using a working wall.
RESEARCH FINDINGS AT A GLANCE MAP
DATA ANALYSIS METHODS A summary of key findings from the study provided the researcher with key insights
All processed data were analyzed using a variety of visualization tools, such as on which to explore diverse concepts and guide prototyping development.
SWOT analyses, position maps, venn diagramming and image storyboarding.
Affinitization of parallel data sets was completed using a working wall. OPPORTUNITY MAP
Insights were grouped into clusters, leading to design opportunities. These opportunities
USER JOURNEY MAPS were plotted visually to understand the implications and value of each path.
Documentation of shadowing activities during meal preparation and grocery shopping
sessions offered a unique canvas for analysis to occur. USER PERSONAS
By categorizing data using human-centered models, distinct user types emerged,
AFFINITY DIAGRAM forming user-specific audience profiles for developing design opportunities specifically tailored to
By collating organizing interview responses into a single table, affinitization their needs and pain points.
patterns were easily recognized across all participants.
The combination of these methods allowed the researcher to appropriately categorize data,
as well as expose any potential research gaps that may have occurred during the study.
26
RESEARCH QUESTIONS
Main Question How might the application of design thinking strategies inspire
positive change in family nutrition habits?
Sub-questions How is design thinking defined in the context of nutrition and health?
How does the design community identify with design thinking strategies?
What types of design thinking strategies might best engage families?
What is the quality and frequency of family meal content?
Where might change be needed in family meal habits?
How might parents educate themselves about proper nutrition

for their families?
What might prevent parents from accessing nutrition education resources?
When might parents engage in nutrition programs to guide healthy eating habits?
How can positive change be defined? *For comprehensive research matrix, see Appendix B.
What might drive positive change in family nutrition habits?
Who may be involved with positive change within nutrition education programs?
Figure 15. Research cascade graphic. Author’s image. 27

RESEARCH PROTOCOLS
SHADOWING SESSION- MEAL PREPARATION Date: / /
What is on this evening’s menu?
PROJECT INTRODUCTION & CONSENT PROJECT INTRODUCTION & CONSENT
Each participant in the study was presented with a project introduction

The following information provides an introduction to field research that will be conducted in
various homes, offices, and shopping environments between March 1 and June 4, 2016,
BEVERAGE by Jason Mills, a Design Management graduate student at the Savannah College
of Art and Design.
form which outlined the key objectives of the study. “WHAT’S ON YOUR PLATE?”
PURPOSE OF THE STUDY
The purpose of the study is to research and evaluate current strategies in parental nutrition education,
and identify potential opportunities for engaging and supporting parents in developing and maintaining
What time do you usually eat dinner? How do you decide what’s for dinner each night? healthy eating habits for themselves and their families.
RESEARCH QUESTION(S)
Our research will be guided by the following question:
Who usually cooks dinner for the family? Where does the family eat? (i.e. dining room, living room)
*For signed consent forms, see Appendix C. DESSERT MAIN MEAL How might the application of design thinking strategies inspire transformational change
in family nutrition habits?
What time was dinner served? Notes: DATA COLLECTION METHODOLOGY

What is an example of a typical meal? Data will be collected through:
• Semi-structured one-on-one interviews
SHADOWING OBSERVATION SHEETS

How long did meal prepration take? • Family meal content survey
• Anonymous structured survey
• Shadowing observation (homes, offices and shopping environments)
Where was dinner served?
During shadowing observation sessions, note-taking forms were used to

DATA MANAGEMENT
INFORMED CONSENT FORM Does data need to be anonymized? Y | N
Who was involved in meal preparation?
Data will be stored via digital archive, synchronized with cloud-based storage such as Google Drive.
document observations as they were made. These notes were used to later Have other meals been planned for the week?
(List them here.)
BEVERAGE Data will be kept until June 4, 2016; and properly destroyed via formatting of all media containing
research data.
I voluntarily agree to participate in an interview/inquiry performed by a graduate student in
analyze the data in the form of customer journey maps. the Design Management program at the Savannah College of Art and Design.INFORMATION
I understand
CONTACT
This project is being conducted through the Design Management department at the Savannah College of
that this interview/inquiry is being conducted by Jason Mills in order to identify
Art and Design. For additional information please contact:
potential opportunities for design.
Jason Mills, IDSA Regina Rowland, Ph.D.
I understand that the evaluation methods which may involve me include:
Graduate Student, Design Management Professor, Design Management
314.591.3625 415.513.0673
ONLINE SURVEY FORM

jsndnlmlls@gmail.com rrowland@scad.edu
1. the recorded (audio and/or video) observations of my work
INTERVIEW- PARENTS 2. my completion of an evaluation questionnaire(s) and/or
DESIGNING FOR WELLNESS
3. my participation in a 30-90 minute interview.
Surveys were created and disseminated digitally using Google Forms. An online
DMGT-748-OL | M.A. FINAL PROJECT | SPRING 2016 DMGT-748-OL | M.A. FINAL PROJECT | SPRING 2016
1. What role does nutrition play in your family’s lifestyle?
DESSERT I grantMEAL
MAIN permission for the interview/inquiry to be recorded and transcribed, and
2. Do you have any challenges with maintaining nutrition & health at home?
survey form was created for each stakeholder group (with the exception of
to be used only by Jason Mills for analysis of interview data.
3. What does a typical weekly meal plan look like for your family?
What is your family’s weekly grocery budget?
DESIGNING FOR WELLNESS I grant permission for the evaluation data generated from the above methods to
health professionals).
4. What does a normal dinner consist of? (Ask participant to fill out accompanying plate
DMGT-748-OL diagram.)
| M.A. FINAL PROJECT be used in an educational setting.
5. Where do you primarily shop to plan for meals? Are there other places you go to supplement?
I understand that any identifiable information in regard to my name and/or company
6. How many meals does your family share in a normal day?
How often does your family eat together at home?
name will be removed from any material that is made available to those not directly
What time do you usually sit down for dinner? involved in this study.
7. Who in the household is involved in the meal planning and preparation process?
MEAL CONTENT SURVEY FORM 8. Do you talk about family nutrition at home? If so, what topics are most significant?
If not, what prevents you from discussing this topic?
The meal content survey was conducted using a one-page form that
9. How do you educate yourself and/or your family about nutrition and health?
_______________________________________
Where do you go to find information about healthy eating & nutrition? Research Participant Signature
participants were asked to complete and return.

10. What tools or strategies do you use to maintain nutrition & health at home? _______________________________________ ____/____/____
Research Participant Name (Please print) Date
11. Have you or others in your household participated in a nutrition education program?
If not, what has prevented your participation? If so, what did you take away from the experience?
12. How do you feel about your child’s/children’s school lunch program?
How often do your children bring their lunch?
13. Would you consider participating in a facilitation session with other parents
to learn how design might impact your family’s nutrition habits?
SEMI-STRUCTURED INTERVIEW GUIDE DESIGNING FOR WELLNESS

DMGT-748-OL | M.A. FINAL PROJECT | SPRING 2016
Interview guides we used as reminders during semi-structured

conversations to ensure consistency of data collection. When possible,
questions were framed and recorded in parallel with audio recording.
*For comprehensive research protocols, see Appendix C.
Figure 16. Research protocol thumbnails. Author’s image. 28

RESEARCH ANALYSIS: SHADOWING SESSIONS
ACTIVITY OVERVIEW
The goal of shadowing parents during meal planning and preparation was to
understand how healthy choices were made at the point of purchase and within
the home. Two sessions each were conducted while parents completed a typical
grocery shopping trip and prepared a meal.
TIMELINE OF ACTIVITIES:
GROCERY SHOPPING MEAL PREPARATION

SHOP N’ SAVE OF ARNOLD PARTICIPANT’S HOME
19 11
MARCH APRIL
1253 WATER TOWER PL.
ARNOLD, MO 63010
2:00-2:45 PM 6:15-7:15 PM
WHOLE FOODS MARKET PARTICIPANT’S HOME
9 15
APRIL APRIL
1601 S BRENTWOOD BLVD.
ST. LOUIS, MO 63144
2:00-2:35 PM 6:30-7:30 PM
Figure 18 (above, top). Meal preparation notes. Author’s image.

Figure 19 (above, center). Grocery shopping, meat section. Author’s image.
Figure 17 (above). Shadowing locations graphic. Author’s image. Figure 20 (above). Meal preparation, at stove. Author’s image. 29
RESEARCH ANALYSIS: SHADOWING SESSION #1 (GROCERY SHOPPING) “The girls like Ramen, it’s absolutely
horrible for them, it’s awful for them. I
hate that they eat it, but it’s an after school
kind of thing, and it’s something they can
“I hate to grocery shop. It’s my least favorite thing make when I’m not home.
in the world, next to the laundry.” “I hate buying this crap, but
the girls like it for lunch.” “There’s never candy in my
“Popcorn is a go-to snack in my
house, ever.”
house. I don’t know why.”
“I try and be a little more diverse, but they balk at that. So
it’s just not worth it.”
“We don’t eat vegetables but we do eat

a lot of fresh fruit.”
“We don’t do leftovers.”
SARA WEST
age: 29 Parent cited a frustration at
single mom, 2 children the lack of accessibility to
alternative grocery stores, such
weekly budget: $75 as Trader Joe’s or Fresh Thyme.
KEY FINDINGS Produce was the first stop on

the trip, followed by bread and
Food choices were primarily made based on brand,
meat. It was cited that very few
children’s preferences, and cost. vegetables, if any, are purchased.
The majority of grocery items were purchased in center

‘dry foods’ aisles and frozen foods.
For the parent, shopping was considered a chore rather

than an experience. The children do not participate in
shopping activities.
“We drink a ton of milk.”
SHOP N’ SAVE OF ARNOLD

1253 WATER TOWER PL.
ARNOLD, MO 63010
Figure 21. Customer journey map #1. Author’s image. 30

RESEARCH ANALYSIS: SHADOWING SESSION #2 (GROCERY SHOPPING) The parent brings their son
with her every time. He was
enamored with the variety of
meats being offered.
“I don’t like to shop on the weekends, but I usually do.”
“Hey, look! That one’s a couple of different colors.”
“Apples I will only buy organic, because they The parent regularly discusses cost
of food items with her son as food
have a lot of pesticides.” choices are being made.
“These are a good size...because these are too big to

go through our apple cutter. These are good for lunches.”
“I don’t know specifically...I haven’t read that these types

of grapes are high in pesticides.”
CAROL ZEILSTRA “So which one do you think costs more? ...Now look at
age 41
the size of the bag.”
married mom, one child
weekly budget: $200
KEY FINDINGS
Most of the food was purchased in the produce, dairy and bakery
sections of the store. Very little packaged food
was purchased.
The child was present during the trip, and was actively involved
in making food choices.
Choosing the right fruits and vegetables was a priority while

Parent buys organic produce if they
shopping, which contributed to ongoing family dialogue. have existing knowledge that the
conventional fruit or vegetable is A good portion of the shopping trip
high in pesticides. was spent in the produce area.
WHOLE FOODS MARKET

1601 S BRENTWOOD BLVD.
ST. LOUIS, MO 63144

RESEARCH ANALYSIS: SHADOWING SESSION #3 (MEAL PREPARATION)
The vacant space on the far wall in the
sweet tea
kitchen was acknowledged as potential
water Lack of space was a common opportunity for a mobile island, which
MAIN MEAL the parent believed could facilitate
juice
frustration throughout
chocolate milk
the observation. better meal preparation.
(after dinner) tacos with ground beef
flour tortillas
Aluminum foil was attached to the
[lettuce, tomatoes, cheese]
burners so they did not need to be
refried beans
cleaned as often.
rice-a-roni
The door to the refrigerator opened
popcorn canned peaches
ice cream to the left, which was of particular
apple frustration to the parent.
SARA WEST *For shadowing observation notes, see Appendix E.

age: 29
single mom, 2 children Music was played during cooking, to
The small dining table is the usual make it seem like “less of a chore”.
area where meals are consumed.
KEY FINDINGS Sometimes the children eat in front of
the television, in the living room.
Meal preparation was largely spontaneous, and based upon
what has been considered in the morning.
Lack of a consistent dining space for meals could be a contributor

to poor eating habits in families.
A perception existed that limited kitchen space could be a barrier

to preparing healthy meals, due to a lack of convenience. The parent kept a towel on her
shoulder while cooking— this is a
habit practiced daily.

RESEARCH ANALYSIS: SHADOWING SESSION #4 (MEAL PREPARATION)
Vegan cheese was made from

water MAIN MEAL scratch by mixing cashews and A chalkboard on the wall listed
wine (adults) Children helped get silverware, other ingredients into a Vitamix. ‘daily specials’, but weekly meal
tacos with seitan and set the table. They also plans are not usually made.
corn tortillas helped with post-meal cleanup.
Grocery shopping primarily
[black beans, cabbage,
drives food choices of what is
diced tomatoes]
purchased and stored.
mixed vegetables
rice
no dessert vegan cheese
BRIAN ROASH *For shadowing observation notes, see Appendix E.

age: 40 The side of the refrigerator was
married dad, 3 children used to post new recipes, shopping
lists, and other notes.
KEY FINDINGS
Despite a very limited kitchen space, meal preparation was
efficient and effective. Pantry space was very limited,
which may assist with minimizing
Making healthy eating choices in buying food makes packaged food choices.
healthy (albeit spontaneous) meal preparation easier and
more convenient.
The family’s prioritization of buying fresh, organic foods as a

lifestyle is a key facilitator in making healthy choices. “I remember saying, ‘I want our
kids to snack on lettuce’.” Vegetables were chopped and
prepared prior to cooking.

RESEARCH ANALYSIS: ONLINE SURVEYS
ACTIVITY OVERVIEW
An online survey was conducted using Google Forms, and disseminated to
personal and professional connections within each target research group.
Survey data was collected over a period of three weeks.
*For comprehensive survey responses, see Appendix E.
30 PARENTS
17 questions
3 EDUCATORS
10 questions
10 DESIGN MANAGERS
11 questions
Figure 25 (left). Survey summary icon (parents). Author’s image.

Figure 26 (center). Survey summary icon (educators). Author’s image.
Figure 27 (right). Survey summary icon (design managers). Author’s image. 34
RESEARCH ANALYSIS: ONLINE SURVEYS
KEY FINDINGS
Each survey group elicited distinct findings that validated data in adjacent
activities, resulting in triangulated data sets that added value to the study.
PARENTS EDUCATORS DESIGN MANAGERS
• Only 1 respondent shopped at Whole Foods, although most • All respondents reported some level of nutrition program • Most design managers have a solid awareness of
parents reported shopping at alternative grocery stores. offered in the school, but participation from students and design thinking principles.
parents were inconsistent.
• 84.6% parents believed they are moderately educated • Many design managers cited design simplicity and
about proper nutrition habits. • 66% of respondents believed that parents should play a key clarity as a key facilitator in nutrition education
role in family nutrition education. for families.
• Most parents reported their children bringing their
lunch to school 4-5 days per week. • All respondents observed that their students eat too much • 94% of design managers reported using the Internet and
junk food and soda. food labels as a regular nutrition education resource.
• 65% of families have not participated in nutrition programs
• Females were the dominant force in meal planning

and preparation.
*For comprehensive survey responses, see Appendix E.
35
RESEARCH ANALYSIS: MEAL CONTENT SURVEY
ACTIVITY OVERVIEW
The meal content survey was conducted as a supplement to semi-structured
interviews and shadowing observations. The primary goal was to evaluate
patterns in family meal content across a variety of home environments.
KEY FINDINGS:
Families sat down for dinner at 6:15 PM,

on average.
Women were the predominant cooks and

meal planners in the household.
Some families separated mealtime between

“Mom figures out what nights we’re able to eat at the
themselves and their children. house and then shops accordingly for the week.”
“Children [eat] at 5:30, parents at 8:00.”

Vegetables and fruits were identified
as lower priority than meats and starches.
*For comprehensive meal survey data, see Appendix E. “Usually right before we make it, we ask each other.
Sometimes we plan a couple days in advance.”
Figure 28 (above). Meal content survey findings icons. Author’s image.

Figure 29 (top, right). Sample meal content survey. Author’s image.
Figure 30 (right). Meal content survey graphic. Author’s image. 36
RESEARCH ANALYSIS: MEAL CONTENT SURVEY FINDINGS
Fruits were not a popular choice

H20 (2) at the dinner table. Potato Grains and starches were found at
Water (7) [Rice, pasta, potatoes] every dinner table, in some capacity.
[Strawberries, avocado]
Water with Vitamin C Most families either drank Pasta & meat sauce
water or milk with their dinner. [Oranges, apples, strawberries,
Milk (6) peaches, pears] Butter bread (2)
Skim Milk (3) Mac & cheese (2)
Wine Rice (2)
Soda [Potato, noodle, rice]
Pasta with red sauce
Sweet potato with butter
Optional carbohydrate
[Bread, rice, pasta]
White bread
BEVERAGE Pasta
Ice cream was a popular choice
FRUITS Potatoes of all kinds
for dessert. Most families Starch
included dessert with dinner. VEGETABLES
GRAINS
Vegetables (2)
[Broccoli, asparagus, carrots]
Ice cream (4) [Tomato, cucumber, carrots] PROTEIN
Home-made cookies/cake [Broccoli, peas, green beans] Meat (2)
Cookie Sauteed greens (kale, mustard, collard) [Baked or grilled chicken, pan-fried or
1 scoop ice cream Vegetables were commonly
Broccoli usually baked fish]
included with dinner, but were
Chocolate Peas Chicken breast
not given the importance of
Candy or something sweet meat or starches. Veggie [Chicken, beef, red beans]
Processed sugar (cookies) [Carrots, broccoli] Chicken (2) Chicken was the most common
Cheesecake [Corn, green beans, or carrots, Protein protein candidate; beans and beef
Fresh fruit usually canned Chicken dish of some sort
were minority groups.
Fruit [Chicken, beef, or fish]
Fruit with Cool Whip [Chicken, beef, or pork]
Rarely (2)
None (2)
DESSERT *For comprehensive meal survey data, see Appendix E.
Figure 31. Map of meal survey data findings. Author’s image. 37

RESEARCH ANALYSIS: SEMI-STRUCTURED INTERVIEWS > PARENTS

“I want [Atticus] to be happy and have a good relationship
with food, and not use it as a crutch or a comfort.”
ACTIVITY OVERVIEW
Semi-structured interviews were conducted in a conversational setting as a
method of gaining unique perspectives of parents. “Convenience is always a factor. So we fall back on maybe
not the best choices, just because of convenience.”
KEY FINDINGS “I also think having containers…the right kind of storage

containers for the stuff you need is really important.”
• Parents genuinely cared about the health of their families,
and were open to opportunities for improving their habits.
• Time and convenience were identified as significant barriers
to eating healthy. “We eat earlier because we have to go to practice and we
don’t get out until late.”
*For full interview transcriptions, see Appendix F.
“Nutrition is the only thing we have control over.”

PARTICIPANTS
MARCH DIANE MARCH CAROL BRIAN
7 16 11
APRIL
14 MIN, 41 S 39 MIN, 52 S 25 MIN, 08 S
“We try to cook a lot, so it makes the kitchen the central
MARCH ENRIQUE MARCH STEVE JERMELODY point in the house.”
9 13
APRIL
15 MIN, 39 S
30 19 MIN, 43 S 22 MIN, 17 S
MARCH DAVE & ALISA MAURA CYMONDA
15 4 13
APRIL APRIL
20 MIN, 22 S 20 MIN, 56 S 15 MIN, 10 S
Figure 32 (above). Interview locations graphic (parents). Author’s image.

Figure 33 (right). Interview quotation graphic (parents). Author’s image. 38
RESEARCH ANALYSIS: SEMI-STRUCTURED INTERVIEWS > DESIGN MANAGERS

“Parenting is such a massive responsibility. But I
do think that parents have an opportunity to teach
ACTIVITY OVERVIEW children to love and care for themselves by loving and
Semi-structured interviews were conducted in a conversational setting as a caring for their bodies.”
method of gaining unique perspectives of design managers, particularly related “I wish there were other ways for me to be more aware
to design thinking methods and facilitating positive change. of the value of nutrition.”
KEY FINDINGS
• Design managers believed that the point of sale was a key “Well-placed info, graphic educational data,
barrier to healthy eating choices for families. inserted into their lives at the point of decision
for food purchase.”
• Initiation and awareness of healthy eating strategies were
cited as crucial components of positive change.
“We invest more money in food than we do

PARTICIPANTS just about anything else.”
MARCH ENRIQUE “I think we have a bad habit, we’re challenged by
9 39 MIN, 29 S
initiating it. We can facilitate it, we can endorse it and
support it, but we don’t always initiate it.”
MARCH NATHAN
15 36 MIN, 54 S
AL
18
APRIL
35 MIN, 23 S
Figure 34 (above). Interview locations graphic (design managers). Author’s image.

Figure 35 (right). Interview quotation graphic (design managers). Author’s image. 39
RESEARCH ANALYSIS: SEMI-STRUCTURED INTERVIEWS > EDUCATORS

“There is so much food, uneaten food, thrown away at
the end of lunch, it’s disgusting.”
ACTIVITY OVERVIEW
Semi-structured interviews were conducted as a method of gaining unique
perspectives of educators in a conversational setting. Particular interest was
“They eat very fast. They’re usually done eating in like
paid to understanding how children’s eating habits are viewed in an five minutes. Five, ten minutes.” “I don’t think it is held to a high enough standard in
educational envvironment. their homes. So if their parents don’t hold it to a high
standardand they’re the ones doing most of the food
KEY FINDINGS preparation and buying, then that can hinder
them from it.”
• Food waste was a common theme in discussions around
school lunch offerings.
• Educators viewed parents as key facilitators of healthy eating
habits, but believed they act as barriers by allowing poor
nutrition in the home and at school.
“Probably a lot of the parents have no idea...I think if they had

PARTICIPANTS an idea they wouldn’t be buying all the bags of Hot Fries and
candies from the Family Dollar and QuickTrip before they drop
MARCH AMY the kids off for school in the morning.”
19 26 MIN, 15 S
“Kids love food...all you gotta do is make food, tell the kids
they’re gonna eat something and nine times out of ten, they’re
BRENNA
3
APRIL all for it...if you can hook them on that, you’re set.”
26 MIN, 01 S
Figure 36 (above). Interview locations graphic (educators). Author’s image.

Figure 37 (right). Interview quotation graphic (educators). Author’s image. 40
RESEARCH ANALYSIS: SEMI-STRUCTURED INTERVIEWS > HEALTH PROFESSIONALS

“But those are lay people teaching lay people. So
ACTIVITY OVERVIEW sometimes their information is fabulous, sometimes
Semi-structured interviews were conducted as a method of gaining unique I learn more from them than they can learn from
perspectives of health professionals in a conversational setting. These data “A big barrier is time. People just are busy and they’re
me. But it does bring the potential for a lot of mis-
were used to triangulate parents’ beliefs and motivations around not checking the right things.”
information too.”
healthy eating.
KEY FINDINGS
• Dietitians validated the belief that time is a significant barrier for parents.
• The majority of nutrition education is experienced on the
Internet, which raises concerns for health professionals.
“People are always on the go and always rushed, and
• Dietitians believe that convenient foods in the home environment they don’t take time to prepare meals and take time to
act as barriers to the formation of healthy eating habits. eat as a family.”
*For full interview transcriptions, see Appendix F. “...what is the food environment at home? Because if
they have packages of cookies, chips, and snack foods-
PARTICIPANTS particularly at eye-level or easily in reach, it’s going to
MARCH HELEN make their job very tough.”
18 14 MIN, 47 S
APRIL RONNA
27 26 MIN, 27 S
Figure 38 (above). Interview locations graphic (health professionals). Author’s image.

Figure 39 (right). Interview quotation graphic (health professionals). Author’s image. 41
RESEARCH ANALYSIS: ACTION RESEARCH FACILITATION, SESSION #1
APRIL 29, 2016 @ PGAV DESTINATIONS
SUPPLIES: ACTIVITY #2: BUILD YOUR PARTNER’S SCHOOL LUNCH

• Paper plates • Divided lunch trays • Glue sticks DURATION: 30 MINUTES
• Sharpies • Scissors • Craft supplies
• Post-it notes • Gain empathy: (8 minutes, 4 minutes per interview)
• Set of Rory’s Story Cubes The facilitator separated participants into pairs. Participants were asked to take turns interviewing
their partner about what their child eats for lunch at school.
ICEBREAKER ACTIVITY: GROCERY TALES
• Reflect and reframe: 6 minutes
DURATION: 10 MINUTES
Participants were asked to reflect upon the interview to gain insight about the motivations behind
the lunch content. Insights were used to re-imagine the lunch in a new way. Participants were given
The facilitator utilized Rory’s Story Cubes to guide a collective story about a trip to the grocery store. index cards and asked to compose a recipe card with instructions on building the lunch.
Each participant was given one dice and asked to build their tale around the symbol that appeared
on the dice. The story continued around the room until all participants contributed to the narrative. • Rapid prototyping: 10 minutes
Participants were asked to exchange recipe cards with their partner, and build the lunch
ACTIVITY #1: FAMILY MEAL GUT-CHECK using the provided supplies.
• Discussion and feedback: 6 minutes
• Current state: 6 minutes Each participant was asked to explain the design process for their partner’s lunch. What did each
The facilitator handed out a paper plate and sharpie to each participant. Participants were asked to participant take away from the experience?
draw (not write) a typical family meal onto the plate.
FOLLOW-UP ACTIVITY: GROCERY SHOPPING LIST
• Desired state: 6 minutes DURATION: 30 MINUTES
The facilitator asked participants to imagine their ideal family meal. The participants then drew
their re-imagined meal onto the plate. Participants were asked to build a shopping list for the upcoming week based on their learnings
from the session. Shopping lists were shared, collected, and discussed during Session #2 as a
• Discussion and feedback: 5 minutes method of understanding how nutrition awareness may positively affect healthy food
Participants were asked to pin their plates to the wall, and given post-it notes to provide feedback choices in families.
to other participants’ meals. Emphasis was placed on identifying similarities and differences
between the drawings, and motives for making these decisions.
42
ICEBREAKER ACTIVITY OVERVIEW

The use of an icebreaker activity allowed the participants to cocreate in a risk- “When we go into those [center] aisles, it actually
“We’re on our way through the grocery store and
free environment, which helped to foster creativity in the activities that followed. makes the trip to the grocery three times as long.”
we start to talk about the food pyramid, and why
it’s important to have a very colorful basket.”
KEY FINDINGS
• Parents did not always include their children in the narratives,
depending on whether or not they usually bring them to the store.
• Many of the stories were centered around food choices, and what
motivated or discouraged parents towards healthy or unhealthy choices.
• When parents bring their children to the store, the trip tends to take
longer because children ask for items along the way.
“It’s never fast when we go to the store with

Grace. It’s never fast like lightning. It’s a lot of
stopping and asking for things that she knows
she can’t have.”
“We went to get a cart, but not just any cart.

We get one of those carts that looks like a car.”
Figure 40. Rory’s Story Cubes story quotes. Author’s image. 43

ACTIVITY #1 OVERVIEW
Participants visually documented their typical family meals, then transformed
them into an ideal meal of their choice. All of the meals were displayed on a
whiteboard, where feedback was collected from the group.
KEY FINDINGS
• Some parents chose to make healthier choices on the reimagined meal,
while others prioritized taste over nutrition.
• Meals that were rich in taste often featured meat as a key component,
but left vegetables occupying a small portion of the plate.
• Fish was a common representation in both the existing and desired
family meals.
*For full activity outcomes, see Appendix G.

CURRENT STATE
DESIRED STATE
Figures 41-44. Activity #1 documentation. Author’s image. 44

ACTIVITY #2 OVERVIEW
Participants gained empathy from their partners by learning what their children
like to eat for lunch, then reimagined a recipe based on their learnings. Partners
then constructed rapid prototypes of their child’s lunch from provided materials.
KEY FINDINGS
• Limiting the construction materials for the prototype enhanced the
creativity of food representations.
• The process of interpreting the lunch recipes gave parents the opportunity
to learn how their child’s meals could be transformed in a positive way.
• The hands-on nature of the prototyping activity was an effective
method of initiating nutrition dialogue in a fun, active environment.
Figures 45-54. Activity #2 documentation. Author’s image. 45

MAY 31, 2016 @ PGAV DESTINATIONS
SUPPLIES: MAIN ACTIVITY: FAMILY MEAL DICE GAME (PART 2)

• Paper plates • Photos of typical American meals DURATION: 26 MINUTES
• Sharpies • 1-inch blank wooden cubes
• Post-it notes • Creating the dice (round 1): 8 minutes
Participants were each given four blank wooden dice and asked to choose three ingredients from
ICEBREAKER ACTIVITY: MEALS, REIMAGINED each category to draw onto the dice. The ingredients should include at least two from each
DURATION: 10 MINUTES category that have already been represented on the board, but can also be based on the
participants’ preferences.
The facilitator handed out a paper plate to each participant. A photo of a typical American meal was
• Pass the dice (round 2): 8 minutes
attached to the back of each plate, with a short description of the meal on a recipe card. Participants
Participants were asked to pass their dice to the participant to their right, and complete the set of
were asked to reimagine the meal on the back of the plate, using vegetables as the central
dice for their neighbor.
ingredient of the dish to draw a reimagined meal. Afterwards, participants discussed challenges or
surprises that resulted from the process.
• Rapid recipes: 10 minutes
Participants were paired into teams and asked to create two meals using each set of dice. The
MAIN ACTIVITY: FAMILY MEAL DICE GAME (PART 1) facilitator passed out four recipe cards to each team.
FOLLOW-UP ACTIVITY: TESTING THE DICE
• Adventurous eaters: 8 minutes
The facilitator asked participants to use post-its and sharpies to draw six different foods
they would like to try to use in a meal.
Participants were asked to use their dice game at home with their family to create a meal together.
Each participant was asked to submit photographs of their meals, along with notes and learnings
• Ingredient categorization: 6 minutes
from the experience.
The facilitator prepared the whiteboard according to four major categories: proteins, grains/
starches, vegetables, and fruits. Participants were asked to place each of their chosen foods on the
board according to the appropriate category.
• Favorite foods: 6 minutes

Participants were asked to draw two of their favorite ingredients to cook
with and add them to the board.
46
ICEBREAKER ACTIVITY OVERVIEW

Participants were challenged to visually transform common family meals, using
vegetables as the key component of the meal.
KEY FINDINGS
• Participants were able to make quick, creative decisions about how
meals could be reimagined to feature plant-based foods.
• Participants reported that the activity helped them realize how their
family meals could be planned in a new way.
• The act of drawing the meal offered an opportunity to open creative
pathways that prepared participants for the main activity.
Figures 55-58. Session #2 icebreaker activity documentation. Author’s image. 47

MAIN ACTIVITY OVERVIEW

Participants were asked to draw ingredients they have not tried cooking with,
and categorized them on a whiteboard. The ingredients were used to create a
custom set of meal planning dice, which were used to create sample meals.
KEY FINDINGS
• The outcome of the activity increased parents’ awareness about how the
use of food-based games could facilitate fresh ideas for family meals.
• Participants were excited about bringing the dice game home to create
new ideas for meals with their families.
• The dice served as an effective springboard for creative meal planning,
which was evident during the collaborative meal planning exercise.
Figures 59-63. Session #2, main activity documentation. Author’s image. 48

AFFINITY DIAGRAM
“They talk about it a a lot at school,
so we don’t have big conversations
“I feel like some methods of “We usually encourage each of the about nutrition usually.”
food education and nutrition kids to eat their protein first, then their
education are just very outdated.” fruit or vegetables, then their carbs.” “We try to make the kids look at
“With my husband, I don’t think he likes the labels, but more of a graphic
“Better packaging, product displays me controlling everything he eats.” “You can pick whatever. But I think than reading what’s in it.”
“We don’t have, like, a chart “It’s very balanced. He goes to a
and even store layout would help.” our sort of strategy is whatever we or anything...it doesn’t last. private school, so they have to
“We clearly have this up and down put in that cabinet is healthy.” It’s not consistent.” bring their lunches in.”
scenario where it’s important “They usually don’t
“Design process just makes people sometimes and then it drops off.”
“As a family we don’t use a food eat the fruit.”
understand the value of nutrition.” “There is nothing that I know
tracker or anything like that...I of in our middle school that
“It’s easier at home than when don’t know if I could get the
“A nutrition education program can be “At my building, there’s a lot of addresses nutrition.”
we’re out of the home.” boys to do it, although if it were
paired with their annual checkups.” food that goes to waste...they
convenient, maybe they would.” don’t care for the food.” “They’re serving nachos as a meal,
“Finding a way to make food ‘cool’.” which I’m not sure is the healthiest
choice. They have mac & cheese. They
DESIGN HEALTHY EATING TOOLS NUTRITION SCHOOL have pizza. It’s kid-friendly food.”
CHALLENGES
“It’s hard to plan healthy meals, & NUTRITION PERCEPTIONS & FACILITATORS DIALOGUE LUNCH
let alone any meal, if you don’t
have a plan in place. It’s really MEAL INVOLVING
“We don’t do the good job of UPBRINGING
hard to make a plan.” PLANNING THE KIDS
doing a weekly plan, so to speak.
“People are always on the go, and It’s more like, you know, three- COLOR OF HOME “I think we were raised to be like,
always rushed, and they don’t take thirty in the afternoon.” TIME ‘you eat a big potato, you eat a
FOOD ENVIRONMENT
time to prepare meals and take big hunk of meat, and then you
time to eat as a family.” “Some days he wants to be a eat like four string beans. And
vegetarian, because his dad when you change that, you have
“When you’re scrambling just to “We also make the girls make is a vegetarian.” to learn to change.”
“We almost have to, like to keep get through the day, you have to
sanity, do it before the week starts.” their own salad dressings, so
more organized, and I’m not.” then they are interested in “A lot of it is...what they had in their
actually eating a salad.” formative years of how they learned.”
“It’s pretty simple. Generally the
meals are built around like a half “We try to involve the kids at
KEY FINDINGS hour. Gotta be able to make it in different times...Isabelle is
a half hour.” responsible for her breakfast “My husband doesn’t usually
For parents, time to plan is the most significant barrier to and her lunch, if she takes it “We try to just get a variety of foods
eat at home [for breakfast].”
healthy eating habits. It’s often too easy to just get to school.” in us...I call it eating a rainbow.”
the closest and cheapest item
of food, especially after parents “If you eat just beige food, you’re not “We don’t have a television, so we
Family meals may not be the primary culprit of poor have been working all day.” don’t have those sorts of distractions.”
getting the nutrition you need. It’s
eating choices. really simple for a five-year-old and a
seven-year-old to understand that.”
How and why food enters the home may be a significant
contributor to family nutrition habits in and out of the home.
Figure 64. Affinity diagram of research findings. Author’s image. 49

PERSONA #1: SINGLE MOM ON-THE-GO
Plans ahead Spontaneous

“It’s challenging, because the way I would eat is a lot
different than the way my kids are willing to eat.” Married Single
Works full-time Unemployed
High grocery budget Low grocery budget

PAIN POINTS
Intrinsically motivated Extrinsically motivated
to be healthy to be healthy
• Wants to be healthy, but feels obligated to
accommodate her children’s food choices Proactive health view Reactive health view
• Lacks the flexibility to try new recipes due to
her tight schedule
One child Multiple children
• Saturday work shifts make weekend meal
planning difficult
12 am
Put kids to bed
CHRISTINA PEARSON CHRISTINA’S STORY
Age: 29 Kids do homework
Status: Single with 2 children Christina lives for her children. When she’s not working, she does
Profession: Retail manager everything she can to support them. Sometimes, she struggles to meet
Education: BS in Accounting Quick dinner around 6:30PM Wake kids up
all of the requirements of a single mother. Her friends all have kids too,
Annual income: $37,500/yr for school
Location: Des Moines, IA
which is helpful. The apartment complex she lives in has plenty of outdoor
space nearby for her daughters to play after school.
6 pm 6 am
Goals:
• Ensure health and safety of her kids When it comes to meal planning, Christina has never been the most
Kids grab a bagel before
• Maintain a consistent income organized but she tries her best. She tends to cater to her children’s Free time they leave for school
• Get 8 hours of sleep preferences when she goes shopping, which makes for tough choices in
• Get better at organizing the pantry. Her kids are more apt to choose sugary, processed foods, and it Chores
breaks her heart to tell them no. Sleep
Needs:
• Reliable transportation Work
• Quick solutions to meal planning noon
Meals 30-minute lunch
• Low-cost, convenient meals
Travel
Figure 65 (above). Retrieved from http://www.gettyimages.co.uk/detail/photo/young-woman-holding-pen-portrait-royalty-free- Figure 66 (top). Persona attribute map #1. Author’s image.
image/77587212, 2014. Reprinted with permission. Figure 67 (bottom). Persona day-in-the-life summary #1. Author’s image. 50
PERSONA #2: TURBO-DAD
Plans ahead Spontaneous

“We can affect the environment to make people more
aware of the need of the benefit of nutrition.” Married Single
Works full-time Unemployed
High grocery budget Low grocery budget

PAIN POINTS
Intrinsically motivated Extrinsically motivated
to be healthy to be healthy
• Often leans on convenience for work lunches and
quick breakfasts on-the-go Proactive health view Reactive health view
• Wants to improve his family’s healthy eating habits,
but doesn’t know how to initiate the conversation!
One child Multiple children
• Has trouble deciding whether enjoying nature or eating
healthy is the highest priority
12 am
Put kids to bed
ALBERT RIDDLE ALBERT’S STORY
Age: 48 Kids do homework
Status: Married with 2 children Albert has always been a genuinely positive guy. His optimistic outlook towards design
Profession: VP of Design has landed him a great position with a rapidly growing technology firm in Colorado Dinner is served around 6:45 PM
Education: MA in Design Management where he can balance the stresses of the daily grind with exhaustive views of the
Annual income: $78,000/yr mountains and Saturday afternoon hikes with his wife and two sons. He is a firm believer
Location: Boulder, CO in maintaining a positive attitude, being active and making healthy eating choices.
6 pm 6 am
Goals: Albert’s sporadic travel schedule and work demands can sometimes compromise his
Breakfast with the family
• Build a stable and sustainable career intentions to eat healthy. His wife does most of the cooking, which is great, but when it Free time before school/work
• Get outside as often as possible comes to breakfast and lunch he’s on his own. Some of his least favorite habits have a
tendency to rub off on his sons, but he is quick to remind them of the value of nutrition Chores
Needs: and making the right choices. Sleep
• New ideas for nutritious meals Work
• Positive energy
Meals 60-minute lunch noon
Travel
Figure 68 (above). Retrieved from http://www.gettyimages.com/detail/photo/senior-man-in-polo-shirt-smiling-arms-high-res- Figure 69 (top). Persona attribute map #2. Author’s image.
stock-photography/200499969-001, 2014. Reprinted with permission. Figure 70 (bottom). Persona day-in-the-life summary #2. Author’s image. 51
RESEARCH FINDINGS AT A GLANCE Designers believed that positive
change can be initiated in nutrition
The outcome of research activity for this study was in INNOVATION SPACE education by using design
realizing that parents’ intentions are motivated by nutrition, thinking strategies.
but their actions are motivated by finite resources such as Parents are generally educated on what good
time and cost. Families do make healthy eating choices DESIGN NUTRITION nutrition looks like, but the perceived barriers
both during purchasing decisions and in the home, but of time and cost can cloud their vision of
healthy eating habits.
these choices are inconsistent and mapped to financial
constraints and a perceived lack of time. Making food cool was identified as
an important method of involving Opportunities existed to develop
the entire family. nutrition resources for families
that were not bound by time or
financial constraints.
Nutrition awareness programs, workshops, and
tools are not currently designed to meet the Dietitians believe that convenient foods in
needs of busy parents. the home environment act as barriers to
the formation of healthy eating habits.
Food waste was a common theme in

Initiation and awareness of healthy discussions around school lunch offerings.
eating strategies were cited as crucial
components of positive change.
design management nutrition education
Parents of children in public schools are

generally dissatisfied with the quality of their
children’s lunch choices, but often lack the time
or energy to prepare lunches for them.
Time and cost were both identified
as significant perceived barriers to
making healthy eating choices. Nutrition programs offered within
the school environment were
limited, and parents were generally
not engaged in these activities.
Well-placed info and graphic educational data
inserted into parents’ daily lives at the point of
decision could facilitate healthy eating choices Families are generally only sharing one third
and nutrition knowledge. The real challenge is initiating healthy of their meals together— the rest are consumed
choices for families at the point-of-sale. outside of the home.
The point of sale was identified as

both a barrier to and facilitator of
Family meals were not the sole Research findings suggested that involving the
healthy eating choices in families.
culprits of poor eating habits. whole family in meal preparation can create
stronger nutrition habits; however, mothers
remain the key facilitators of meal preparation.
BUSINESS STRATEGY Vegetables and fruits are a ‘back-burner’
ingredient to most family meals.
Figure 71. Map of research findings. Author’s image. 52

DESIGN OPPORTUNITIES
& CRITERIA
DESIGN OPPORTUNITIES & CRITERIA Designing For Wellness
OPPORTUNITIES FOR DESIGN
INSIGHTS HOW MIGHT WE...

? OPPORTUNITIES
1 Parents of children in public schools are generally dissatisfied

with the quality of their children’s lunch choices, but often lack
the time or energy to prepare lunches for them.
How might we educate parents on strategies for
school lunch construction to encourage peace-of-mind and
strengthen family eating choices?
There is an opportunity to support parents of children
attending public schools in assembling consistently healthy
lunches.
2 Many parents prioritize meat and starch as the most essential

components to every family meal. Vegetables and fruits are a
‘back-burner’ ingredient to most dinners.
How might we shift the paradigm of dinner plate composition
to facilitate new methods of integrating fruits
and vegetables?
There is an opportunity to develop home-based tools that
could be used to reimagine family meal content in a fun and
quick way.
3 Poor eating choices are facilitated by what is in the fridge; The

real challenge is initiating healthy choices for families at the
point-of-sale.
How might we better educate parents on healthy eating
choices before purchasing decisions are made?
There is an opportunity to envision an integrated shopping
experience that educates parents instinctively to facilitate
more informed choices.
4 Families are generally only sharing one third of their meals

together— the rest are consumed outside of the home.
How might we ensure that healthy eating habits practiced
inside the home can be consistently made on-the-go?
There is an opportunity to develop new methods of
transporting food to make healthy foods the most convenient
choices for parents and their families.
5 Parents are generally educated on what good nutrition looks

like, but the perceived barriers of time and cost can cloud their
vision of healthy eating habits.
How might we empower parents to facilitate healthier
eating habits for their families by lowering
perceived barriers?
There is an opportunity to explain that parents have both the
time and the financial resources to develop and retain healthy
eating habits for their families.
6 Research findings suggested that involving the whole family in

meal preparation can create stronger nutrition habits; however,
mothers remain the key facilitators of meal preparation.
How might we involve children and fathers more in meal
planning and preparation, as a strategy to broaden nutrition
awareness in the home?
There is an opportunity to develop whole-family solutions to
meal planning and preparation that integrate into unique
lifestyles and schedules.
7 Nutrition awareness programs, workshops, and tools are not

currently designed to meet the needs of busy parents.
How might we offer nutrition education opportunities for
parents that can be experienced on-the-go?
There is an opportunity to develop experiential education
products for families that want to make healthier choices
quickly and conveniently.
Table 12. Opportunities for design matrix. Author’s image. 54

OPPORTUNITIES FOR DESIGN MAP How might the application of design
thinking strategies inspire positive
The design opportunities resulting from this study were mapped change in family nutrition habits?
according to where positive change might occur. Research findings
MOVEMENT OVER TIME
suggested that the home environment was not the only place healthy
eating habits were compromised.
2 Develop home-based tools that could be

used to reimagine family meal content in
a fun and quick way.
HOME ENVIRONMENT POINT OF PURCHASE
3 Develop an integrated shopping and
nutrition education destination.
*Selected for concept development and prototyping
5 Develop toolkits that facilitate healthy

eating habits for families at a low cost and
time commitment.
4 Develop new methods of transporting

healthy foods.
6 Develop whole-family solutions to meal
planning and preparation that can integrate
into unique lifestyles and schedules.
1 Support parents of children attending

public schools in assembling consistently
healthy lunches.
ON-THE-GO
7 Develop experiential education solutions
for families that want to make healthier
choices quickly and conveniently on-the-go.
Figure 72. Opportunities for design map. Author’s image. 55

DESIGN CRITERIA REFRAMING
• Low-cost, low barrier to entry It became clear that the most prevalent barriers to making healthy eating choices are not only
• Driven by awareness, not scientific data found in the home environment, but are also in the day-to-day activities families experience
• Development of nutrition knowledge base must be experiential outside of the home. Families struggle most with initiating healthy eating choices due to perceived
• Involvement of the entire family is critical barriers of time and cost, and this happens at the point of purchase, in the home, and on-the-go.
• Accessible anywhere
• Simple for the whole family to use or experience This project was not about evaluating the healthy eating challenges of parents within the home
• Utilize gamification methods to keep learning fun environment. It was about empowering parents to develop a more integrated level of nutrition
awareness that can support them throughout their busy schedules.
56
PROTOTYPE DEVELOPMENT
& TESTING
PROTOTYPE DEVELOPMENT & TESTING Designing For Wellness
CONCEPT EXPLORATION: OVERVIEW
EXPLORING DIVERSE CONCEPTS

Once prioritized opportunities were selected, each opportunity was filtered
through the design criteria to reach a series of diverse, high-level concepts. Each
concept was mapped according to who might benefit most from the concept,
and where interaction might predominantly occur.
POINT OF HOME
ON-THE-GO
PURCHASE ENVIRONMENT
Activity-centered grocery Nutrition games kids can Meal preparation toolkit

SINGLE MOM shopping tours play in the car for single moms
ON-THE-GO
Activity-based workshops
for parents
Farm-fresh food truck and

Nutrition experts integrated
TURBO DAD delivery service Cloud-based meal
into grocery stores
planning app
Lunchtime meal-planning
workshop wizards
Tabletop nutrition-
PRODUCT/TOOLKIT
centered family games
Grocery store organized by Food Dojo: an all-inclusive
WHOLE FAMILY nutrients with integrated nutrition education pit-stop EXPERIENCE
education experience
Meal planning toolkit
Drive-thru grocery store hub for families WORKSHOP
and garden
Figure 73 (above). Concept exploration matrix. Author’s image.

Figure 74 (right). Concept exploration, working wall. Author’s image. 58
CONCEPT EXPLORATION: OVERVIEW
CONCEPT RELATIONSHIP MAP

Concepts generated within the preliminary matrix were grouped
by type of offering, which facilitated the creation of high-level
conceptual models. Product and toolkit-based concepts favored the
home environment, while experience-based concepts existed within
the point of purchase space.
Cloud-based meal
planning app Food Dojo all-inclusive
nutrition education pit-stop
Tabletop nutrition- Activity-based workshops
centered family games for parents Drive-thru grocery store Nutrition experts integrated
and garden into grocery stores
Meal planning toolkit Nutrition games kids can

hub for families play in the car Farm-fresh food truck and
HOME ON-THE-GO delivery service POINT OF
Meal preparation toolkit PURCHASE
ENVIRONMENT for single moms Grocery store organized by
Lunchtime meal-planning nutrients with integrated
workshop wizards education experience
PRODUCT/TOOLKIT Activity-centered grocery

shopping tours
EXPERIENCE
WORKSHOP
Figure 75. Concept relationship map. Author’s image. 59

IDEATION: OVERVIEW
THE CONCEPT DEVELOPMENT PROCESS

High-level concepts generated during the ideation phase were filtered
into distinct categories for concept testing. The outcome of concept testing EXPLORATION
determined candidates for prototyping, which were tested with parents to
finalize the design concept that would enter the implementation stage.
IDEATION
+
CONCEPT TESTING
+
REFINEMENT + PROTOTYPING
+
IMPLEMENTATION
Figure 76. Concept development funnel. Author’s image. 60

IDEATION: CONCEPT #1 > FAMILY NUTRITION GAMES
MAKING FOOD FUN

The goal of family-centered nutrition games is to facilitate actions
and conversations around healthy eating in the home environment
that can also be used on-the-go. Games can vary from meal-planning
activities to reimagining the contents of the refrigerator, all within a
limited time frame.
COST
TO PARENT
ENJOYABILITY TIME
REQUIRED
ACCESSIBILE WHOLE-
ANYWHERE FAMILY
Figure 77 (above). Family nutrition games radar map. Author’s image.

Figure 78 (right). Family nutrition games sketch. Author’s image. 61
IDEATION: CONCEPT #2 > NUTRITION-ED GROCERY STORE
AN INTEGRATED EXPERIENCE
Reimagining the grocery shopping experience for parents
includes a nutrient-centered layout, organized by priority and
portion. In-store meal preparation workshops, expert kiosks
and an education hub round out the experience.
COST
TO PARENT
Nutrition experts integrated

into the store provide advice
and free samples of healthy
ENJOYABILITY TIME
REQUIRED foods and activities.
ACCESSIBILE WHOLE-
ANYWHERE FAMILY
Figure 79 (above). Nutrition-ed grocery store radar map. Author’s image.

Figure 80 (right). Nutrition-ed grocery store sketch. Author’s image. 62
IDEATION: CONCEPT #3 > DRIVE-THRU GROCERY STORE/GARDEN
HEALTHY FOOD FOR PARENTS ON-THE-RUN

Low-overhead, sustainably-minded pit stops provide busy parents
with fresh groceries and healthy snacks at a low price point.
COST
TO PARENT
ENJOYABILITY TIME
REQUIRED
ACCESSIBILE WHOLE-
ANYWHERE FAMILY
Figure 81 (above). Drive-thru grocery store/garden radar map. Author’s image.

Figure 82 (right). Drive-thru grocery store/garden sketch. Author’s image. 63
IDEATION: CONCEPT #4 > FARM-FRESH FOOD TRUCK
A NEW BRAND OF STREET FOOD

The majority of food trucks are centered around flavorful,
cultural food offerings. The Farmd experience brings the
farm to parents, complete with fresh produce, locally-sourced
prepared meals, and fresh herbs.
COST
TO PARENT
ENJOYABILITY TIME
REQUIRED
ACCESSIBILE WHOLE-
ANYWHERE FAMILY
Figure 83 (above). Farm-fresh food truck radar map. Author’s image.

Figure 84 (right). Farm-fresh food truck sketch. Author’s image. 64
IDEATION: CONCEPT #5 > EXPERT-LED GROCERY TOURS
IMPROVING THE SHOPPING EXPERIENCE

Exisiting grocery stores have the potential to improve the
education experience for their customers by dedicating nutrition
experts to grocery shopping tours that can be taken as walk-ins or
appointments.
COST
TO PARENT
ENJOYABILITY TIME
REQUIRED
ACCESSIBILE WHOLE-
ANYWHERE FAMILY
Figure 85 (above). Expert-led grocery tours radar map. Author’s image.

Figure 86 (right). Expert-led grocery tours sketch. Author’s image. 65
IDEATION: CONCEPT #6 > FAMILY NUTRITION TOOLKIT
BLENDING EXPERIENTIAL EDUCATION TOOLS

Utilizing a mobile app as a digital hub for nutrition education allows
pairing of physical experiences (games, shopping lists, lunch building)
for a family nutrition framework that is fully integrated into the
busiest of lifestyles.
COST
TO PARENT
ENJOYABILITY TIME
REQUIRED
ACCESSIBILE WHOLE-
ANYWHERE FAMILY
Figure 87 (above). Family nutrition toolkit radar map. Author’s image.

Figure 88 (right). Family nutrition toolkit sketch. Author’s image. 66
IDEATION: CONCEPT #7 > FOOD DOJO
A ONE-STOP NUTRITION HUB

This location-based nutrition club is designed to withstand the
fast-paced lifestyles of busy families. Subscription-based education
services and healthy eating activities are offered in flexible time
increments and available for all members of the family.
COST
TO PARENT
ENJOYABILITY TIME
REQUIRED
ACCESSIBILE WHOLE-
ANYWHERE FAMILY
Figure 89 (above). Food dojo radar map. Author’s image.

Figure 90 (right). Food dojo sketch. Author’s image. 67
IDEATION: CONCEPT #8 > LUNCH BUILDING WORKSHOP
BRING LUNCH CONFIDENTLY

The lunch-building workshop is centered on engaging office
environments and educational institutions through facilitator-led
activities that make food preparation fun for families. Partnerships with
local food suppliers ensure consistent, successful outcomes.
COST
TO PARENT
ENJOYABILITY TIME
REQUIRED
ACCESSIBILE WHOLE-
ANYWHERE FAMILY
Figure 91 (above). Lunch-building workshop radar map. Author’s image.

Figure 92 (right). Lunch-building workshop sketch. Author’s image. 68
IDEATION: CONCEPT #9 > EMPLOYEE NUTRITION WORKSHOP
LEARNING NUTRITION ON THE JOB

For parents who have no flexibility in their schedules, the employee
nutrition workshops leverage the office environment as an ideal
opportunity space for activity-based nutrition facilitation workshops. By
co-creating with other working parents in a collaborative atmosphere,
participants inherit toolkits that they can use to facilitate their own
families with fun food-based games and activities.
COST
TO PARENT
ENJOYABILITY TIME
REQUIRED
ACCESSIBILE WHOLE-
ANYWHERE FAMILY
Figure 93 (above). Employee nutrition workshop radar map. Author’s image.

Figure 94 (right). Employee nutrition workshop sketch. Author’s image. 69
CONCEPT TESTING: OVERVIEW
TESTING THE WATERS

Five concepts selected from the initial ideation process were tested
directly with parents and educators to gain valuable feedback for
further refinement and prototyping.
FARM-FRESH NUTRITION + DESIGN FOOD DOJO EXPERT-LED APP-CENTERED

FOOD TRUCK FACILITATED WORKSHOP GROCERY TOURS FAMILY TOOLKIT
A locally-sourced, mobile healthy An expert-led workshop for full-time A destination-based nutrition hub A guided grocery store led by A digital nutrition hub for the
food truck equipped with an expert working parents that uses design that offers meal-building workshops, nutrition experts, featuring fun entire family, supported by physical
nutrition staff and fun activities thinking to facilitate actitivies around fun family games, and health games and activities for the whole products that families can interact
on-the-go. healthy eating for families. coaching for busy families. family along the way. with anywhere throughout the day.
Figures 95-99. Concept testing icons. Author’s image. 70

CONCEPT TESTING: PLUS, MINUS, INTERESTING (PMI)
The PMI method was applied to each concept as a quantitative
evaluation technique to support findings from testing with the
target audience.
+4 +3 +3 -7 0
PLUS • Mobile interface can reach areas with low • Convenient for busy, working parents (+3) • Flexible pricing and time commitment (+3) • Flexibility accommodates most parents’ • Built into hardware that most families already
access to fresh foods (+3) busy schedules (+2) have access to (+3)
• Low-cost, low-risk participation through • Multiple forms of family interaction
• Low time commitment (+2) employee assistance programs (EAPs) (+2) (activities, workshops, cooking demos, • Involves the entire family (+2) • Fun for the entire family (+2)
health coaching) (+2)
• Fun messaging in a small package (+3) • Fun, design-centered activities keep parents • Mobile and synchronizable across
engaged in the activity (+2) •Something for everyone in the family (+2) multiple devices (+2)
• Limited, inconsistent produce offerings (-2) • Participation does not include the • May require more time than parents are • Parents might feel uncomfortable taking a • The app market is very competitive
MINUS
entire family (-3) willing or able to commit to (-2) grocery tour with other shoppers nearby (-3) of parents’ time (-2)
• Locations differ daily (-3)
• Some work environments may not be • Fixed location(s) would limit access to parents • It might be too much of a commitment for • Physical components could be viewed as a
• Competition with other food trucks may hinder appropriate for workshops to be conducted (-2) outside of the service area (-2) families due to lack of time (-2) nuisance or overwhelming (-2)
the message (-3)
• Employees may not have sufficient time in the • Accountability for follow-through is difficult to • Difficult to assign and assess accountability (-2)
workday to participate (-1) establish (-2)
• Visual impact can influence parents’ • Facilitators utilize the workplace as a • Could be integrated into a gym or • Puts parents on a stage (-2) • Could be paired with live nutrition expert for
INTERESTING interactions with the truck (+2) foundation to empower parents with nutrition grocery store (+2) added guidance and accountability (+1)
awareness for their families (+1) • Could potentially reduce traffic or profit in
• Potential locations can span between • May be placed into similar category as gym center aisles of stores (-2) • Digital interface might distract families from
workplace and point of purchase, • Follow-up sessions could build on foundation memberships or training programs (-2) the real challenges of developing healthy
or special events (+2) learnings in quarterly iterations (+1) eating habits (-2)
Figure 100. PMI evaluation chart. Author’s image. 71

CONCEPT TESTING: PROTOCOLS
LIKES, DISLIKES AND SUGGESTIONS

A simple set of protocols was developed to guide the feedback
process amongst participants. Participant feedback was generated
through a combination of guided in-person presentation and
independent evaluation of the concepts.
CONCEPT EVALUATION FORM
I LIKE:
I DON’T LIKE:
FARM-FRESH FOOD TRUCK

The majority of food trucks are centered around flavorful, cultural food offerings. The Farmd I MIGHT SUGGEST:
PARTICIPANTS (working title) experience brings the farm to parents, complete with fresh produce,
locally-sourced prepared meals, fresh herbs, and expert advice.
STEVE, DAVE, TONY (GUIDED)
6
MAY Additional features:
• The Farmd to School program is an after-school program that offers tasty, healthy snacks and
CHRIS (INDEPENDENT) an opportunity for students and their parents to learn about nutrition hands-on.
• Miniature meal preparation workshops and nutrition advice are also

offered on the truck.
7
MAY PLEASE RATE THIS IDEA!
JULIE (INDEPENDENT) Designing For Wellness

CHARLOTTE, SANDRA (GUIDED)
8
MAY
*For completed evaluation forms, see Appendix C.
BRENNA, DAVE, BETH (INDEPENDENT)
Figure 101 (above). Concept testing locations graphic. Author’s image.

Figure 102 (right). Concept testing protocols stack. Author’s image. 72
CONCEPT TESTING: FARM-FRESH FOOD TRUCK
KEY FINDINGS
+ “I like that it’s mobile!...I always want
farm-fresh/locally-sourced items but I
just don’t have the time to do so.”
+ Freshly-made juice- apple & carrot,
Respondents generally showed interest in a mobile fresh food kale & pineapple - “[There is] little ability for small
offering with integrated nutrition education activities.
children to see the produce or
interact with someone inside
- the truck.”
Ensuring successful engagement of parents could be challenging, “This could be fun at a farmer’s
given competing options in the service area. market on the weekends.”
+ “It is an engaging way to present

fresh food.”
Developing the uniqueness and approachability of the truck were
both important suggestions that were mentioned frequently.
Juices and smoothies were suggested as methods to increase - “Expert presence is valuable, but
children’s likelihood of trying fresh fruits and vegetables. engaging people is challenging.” “I might suggest a bigger truck
transformation like one of those cool RVs
that expand the living, bedrooms, etc.”
PMI: 4
AVERAGE RATING: 3.95
Figures 103-105 (above). Concept testing icons. Author’s image.

Figure 106 (right). Concept feedback, food truck. Author’s image. 73
CONCEPT TESTING: NUTRITION + DESIGN WORKSHOP
KEY FINDINGS
+ “I like the idea that this is done at the
workplace, because all other time
is precious.”
+
Respondents reacted positively to being engaged in the work
“It could start with basics, then
graduate to a 2.0 level…Not just - “The toolkit will have little purpose if
environment, because it did not impact their otherwise one and done.” the families are so busy and already
busy schedules. have such little time.”
Collaboration among coworkers was frequently cited as a benefit to

participating in the workshop.
“Making sure the program is as ‘homey-
feeling’ as possible, to avoid a corporate
- feeling to nutrition education.”
“Work with corporate businesses to
offer workshops in the workplace and
The toolkit received mixed reactions due to the unknown time have group signups.”
commitment associated with take-home activities and tools.
Inconsistency in workplace environments may affect the outcome of

+ “People can learn from others and
facilitation workshops of this type. how they handle similar scenarios.”
- “Workplace stress and deadlines may
affect turnout or performance.”
PMI: 3
Creating a relaxing environment was important to respondents. AVERAGE RATING: 3.3
There was repeated interest in a continual program that builds on
prior learnings.

Figure 110 (right). Concept feedback, nutrition + design workshop. Author’s image. 74
CONCEPT TESTING: FOOD DOJO
KEY FINDINGS
+ “If I had questions and wanted to talk to a
human, there would be a place to go.”
+
Prepared meals to go were popular offerings to respondents.
“Have it exist in a school, grocery
store, or other often-traveled area.” - “Unless this is a place for kids to play,
I’m not going.”
Respondents were positively attracted to the experiential
aspect of the concept.
+ Hands-on prep and education
(learn by doing)
-
There was a concern that the destination-based nature of the dojo - “It feels like another thing to do.”
may be time-prohibitive for some families.
Position it as a destination (field trips,
etc.)— pre-planned versus spontaneous.
In order to ensure whole-family participation, the program must be
targeted towards fun activities for kids that encourage play.
“More play. An important part of kids learning
is play. This is especially important for younger
kids. Play, play, play.” + Teaches kids how to cook— cooking classes
are excellent for the whole family
The experience may be improved by making it an event, rather than
a spontaneous pit stop. PMI: 3
Positioning the experience within an existing destination increased

AVERAGE RATING: 3.45
the potential for parents to participate.

Figure 114 (right). Concept feedback, food dojo. Author’s image. 75
CONCEPT TESTING: EXPERT-LED GROCERY TOURS
KEY FINDINGS
+ “It’s a good way to educate people on a ground
level. Treasure hunt would be a great interactive
for kids…if they stay focused.”
+
“There could be guides or nutritionists at
The convenience of being integrated into the existing shopping
different stations to give stickers and taste tests
environment was a positive aspect of the concept. for the kids. I would want to shop there!”
- “It makes me uncomfortable to think of
- + “It is implemented in existing places parents doing a field trip around the grocery store
while regular shoppers are there. I feel like
Apprehension and uncomfortability were common among go— no need to travel to another place.” we would be a spectacle.”
respondents. There was a general feeling of being placed on stage.
Time commitment was a frequent concern-- parents felt they would

be less likely to engage in an activity like this, due to a lack of quality
time to spend with their families. - “It doesn’t seem appealing to a typical - “The time commitment is probably a bit
busy family. We get little time together as
is and probably wouldn’t go to the grocery more difficult to pull off.”
store to spend it.”
Partnering with educational institutions could add value and “Offer as a school field trip with planned
repeatability to the experience. activities to keep the children’s interest.”
PMI: -7
Nutrition experts located within the store could offer a more
desirable alternative to grocery tours, with the potential to evoke
AVERAGE RATING: 3.1
similar results.

Figure 119 (right). Concept feedback, expert-led grocery tours. Author’s image. 76
CONCEPT TESTING: APP-CENTERED FAMILY TOOLKIT
KEY FINDINGS
+ “I like that the games could make it fun
and get the whole family involved.”
+ “Keep meal subscription service

Respondents reported high potential for the utilization of this as an option but at a discount for
purchasing the app.”
- “It might seem like everything else
concept among technologically-savvy parents.
out there.”
There were positive reactions to the inclusion of game-centric

+ “I like that you could make the shopping list a
activities for the family. game. Not allowing the kids to get too much
junk food, but allow them to be part of the list.”
- + “Good for the app-centric families “I’d rather know it’s awesome, and all
The multi-tool offering was overwhelming and unnecessary for in one. If it’s both of those things, I’ll
and shoppers.”
some respondents, due to a lack of time or interest in purchasing buy it. If I have to keep buying more
additional products or tools. crap, not going to happen.”
- “Too many components for a busy mom to
There was a frequent feeling that the app-centered offering may not keep up with. They would be lost in two days
be unique enough in the marketplace due to competing products. and seem unnecessary, since having too
many components makes it more difficult.”
- “It feels less interactive, more like
PMI: 0
3.4
spoon-feeding information…people
Transforming the concept into an all-digital offering with optional AVERAGE RATING: are less likely to learn and adapt.”
add-ons seemed to be a more promising pursuit to respondents.

Figure 123 (right). Concept feedback, app-centered toolkit. Author’s image. 77
CONCEPT TESTING: RESULTS
PREPARING FOR PROTOTYPING

Results from the internal PMI evaluation and one-on-one concept
testing revealed a preference for offerings that were made available
to parents on-the-go, where they would be most likely to participate
+
in a nutrition education experience with their families. The concept
of a nutrition hub with a mobile touchpoint offered an ideal
opportunity for prototype development.
A unique nutrition education experience was 3.1

created by combining the food truck and PMI: -7
food dojo concepts.
3.3 3.4 3.95 3.45

PMI: 3 PMI: 0 PMI: 4 PMI: 3
Figure 124. Concept results diagram. Author’s image. 78

PROTOTYPE DEVELOPMENT: OVERVIEW
ITERATION THROUGH LEARNING

The prototype model was constructed quickly using simple materials
to facilitate design iteration during testing. As findings were gathered,
participants’ suggestions were incorporated into the prototype design.
VERSION 1.0 VERSION 2.0 VERSION 3.0

The initial prototype included a meal preparation station, an education Initial findings from early prototype testing suggested that an expanded Parents were less interested in direct education moments, preferring the
opportunity, and an activity area for fun, food-centered family games. approach area may be necessary to attract parents. These elements were opportunity to learn through shopping and participation. The education
incorporated into the revised prototype. kiosk was reduced, opening the floor space to invite parents into
the experience.
Figure 125 (left). Prototype version 1.0. Author’s image.

Figure 126 (center). Prototype version 2.0. Author’s image.
Figure 127 (right). Prototype version 3.0. Author’s image. 79
PROTOTYPE TESTING: PROTOCOLS

GOOD FOOD DOJO
PROCESS PROTOTYPE EVALUATION +
The prototype model was presented to each participant in a 1. How would you rate this experience according to the below criteria?
controlled, conversational setting. Feedback was gathered during Low-cost ........................... Ease of accessiblity ........
the process, and each participant was asked to complete a prototype Awareness-driven ............. Simplicity ......................
evaluation form to conclude each session. Experiential education ..... Fun ................................
Family involvement .........
2. What might be missing from the experience?
3. How likely are you to participate in this experience?

If so, how often might you engage in an experience like this?
If not, what prevents you from participating?
4. What do you believe is the most successful aspect of this experience?

What do you believe is the least successful aspect of this experience?
PARTICIPANTS 5. Who in your family would be most interested in participating in

an experience like this?
ANDY
12
MAY
WEBER’S FRONT ROW
CHRIS, STEVE Designing For Wellness
13
MAY
PGAV DESTINATIONS
*For completed evaluation forms, see Appendix C.
SARA, BRIAN
14
MAY
IN-HOME
Figure 128 (above). Prototype testing locations diagram. Author’s image.

Figure 129 (right). Prototype evaluation protocol. Author’s image.
Figure 130 (right). Participant evaluation process. Author’s image. 80
PROTOTYPE DEVELOPMENT: SUMMARY OF FINDINGS
IMPROVING THE EXPERIENCE

Each participant offered unique suggestions on improving the experience for “I like the idea of a nutritionist, as long
“This dude right here would have his
families, which were incorporated into future iterations of the prototype. own YouTube channel.”
as they’re not overly pushy about it.”
KEY FINDINGS
“You can’t expect the meal prep guy to
• Meal preparation could be customized to a pre-selected ingredients just wing it on anything.”
package that parents could easily replicate at home.
• Incorporation of a gardening element could act as both a visual attractor

and another strategy to engage and educate parents.
• Offering products such as an activity-based cookbook could extend the

experience and promote the creation of healthy eating habits.
• Parents felt that food-based activities should be the key attractor

of the experience.
*For comprehensive prototype feedback, see Appendix G.

“If you can take this idea, and have its
own published cookbook that went
along with everything that you did.”
“The activities have to lure the kids in.”

“I think it would be more fun to walk
up if the meal prep was in front.”
Figure 131. Prototype model key findings. Author’s image. 81

PROTOTYPE TESTING: FINDINGS (VERSION 1.0)
OVERVIEW
The initial iteration of the prototype model was tested at a rough “To me, the most interesting part “You could gain credibility
stage to gain preliminary reactions to the experience. The concept of it is the meal prep area.” through sponsorship.”
was well-received, but several opportunities for improvement
emerged during the test.
The meal preparation area generated the most positive

feedback, and was cited as an opportunity to create an
attractive atmosphere. Plants could be grown on the roof to
emphasize gardening.
The activity space could focus more on gardening and
plant-based games for kids.
The dedicated education kiosk may not be a desirable

aspect of the experience.
Opening the front area up to allow

shopping could be more inviting. “When I saw the activities area, I was
thinking of gardening for the kids.”
Figure 132. Prototype findings, version 1.0. Author’s image. 82

OVERVIEW “I could see there being a retail aspect, “For farmer’s markets, it would be a
In the second interation of the prototype model, additional kind of a back-ended education.” “What’s missing is shopping.”
very welcome addition to any of the
suggestions were gathered on how to think differently about ones I’ve been to.”
implementation of the experience, additional offerings, and
potential partnerships.
There could be opportunities for the experience to take place

in areas that healthy eating plays a minority role.
Retail opportunities could extend the reach of the experience

and provide additional revenue streams.
Nutrition education that occurs as an outcome of the

experience may be a better strategy for the model.
“How do you insert this in the “Is your goal to educate and convert, or
environments that are susceptible feed the existing culture?”
to bad nutrition?”

OVERVIEW “It depends on how it’s staffed, and

“It would be great for the chef to be able to prepare food, how long activities take, because you’re
The third prototype model incorporated many of the previous people can see it. But then for those that weren’t up close and going to want to roll people through.”
suggestions, which led to new findings about how the experience personal, for there to be someone to walk around with samples
could be improved in the final design. of that food, with a small piece of information or a recipe.”
Parents were concerned about staffing and capacity,

“I like the idea of the kids’ activities
depending on the location and surrounding attendance. on the side. It’s a really good idea.
It’s really super distracting when
While the direct education method was not desired by you have kids running around.”
parents, some use of informational graphics or takeaways
could be useful.
There may be opportunities to reach families on a more

personal level by understanding their specific needs.
“Once people become active, they might

look for more information.”
“Maybe just a separate station that could be
rolled out that has a small garden.”

PROTOTYPE DEVELOPMENT: VALIDATION
MEASURING DESIGN CRITERIA

Participants were asked to rate the effectiveness of the experience
according to the design criteria for the project.
1 2 3 4 5
OPPORTUNITIES
Based on participants’ feedback, there were several areas that could be
improved to create a more effective experience for families: LOW-COST 2 3.5
AWARENESS-DRIVEN 4 5.0
The experience could be simplified by combining,
abbreviating, or subtracting similar offerings. EXPERIENTIAL EDUCATION 2 2 4.5
FAMILY INVOLVEMENT 2 2 4.5
Development of key partnerships and locations could
+
further expand the accessibility of the experience.
EASE OF ACCESSIBILITY 3 3.5
More attention could be paid to ensuring that the SIMPLICITY 2 3.75

experience is delivered at a low cost to parents.
FUN 4 5.0
Additional focus could be placed on activity-centered
offerings to keep the whole family engaged. Individual responses
Average of all respondents
3 Duplicate responses
Figure 135 (above). Design criteria opportunities icons. Author’s image.

Figure 136 (right). Design criteria assessment diagram. Author’s image. 85
PROTOTYPE DEVELOPMENT: FINAL DESIGN DIRECTION
Prototype testing validated the mobile nutrition education experience

as a desirable offering for parents. The final design direction incorporated A mobile trailer acts as a one-stop Expert chefs prepare plant-based
key findings from the testing process, which aligned with the established nutrition education experience. meals that can be purchased in kits
design criteria. Schedules for events and venues vary or made from scratch at home.
weekly and can be accessed easily.
Families needed a mobile experience that interacted with them during
their busy schedules, and offered opportunities to learn about the
preparation and growing of plant-based foods in a fun and A fun, active environment engages A vegetable garden emphasizes the
active environment. families by curating a positive, healthy importance of gardening, learning
message in an inviting and non- where food comes from, and how to
intrusive way. grow fresh food at home.
The experience combines fresh food The experience is extended through

offerings, fun activities for kids, and companion products available on the
nutritious shopping options into a truck or digitally, such as an activity
whole-family event. cookbox and delivery service.
Figure 137. Final design direction diagram. Author’s image. 86

FINAL DESIGN TO MARKET
FINAL DESIGN TO MARKET Designing For Wellness
FINAL PROTOTYPE: OVERVIEW
The final prototype was designed as an integrated brand system,

initiated by a mobile, physical touchpoint. By engaging families at events
and routine locations, the experience delivers a message about nutrition
and healthy eating that is accessed in a fun, active environment.
1 The core experience is the primary offering of the Nomnivore

system. The freemium model offers free experiences
that facilitate customer retention through unique retail
opportunities.
2 1 3
2 The activity cookbox is a retail takeaway that combines
the active engagement of onsite family activities with the
curated recipes demonstrated by chefs to create a unique,
expandable home toolkit for healthy eating.
3 The curated meal kits are available at the physical ACTIVITY CORE NUTRITION CURATED
COOKBOX EDUCATION EXPERIENCE MEAL KITS
touchpoints or through digital mobile channels. Fresh
ingredients are sourced in partnership with local grocers
and farms, and either purchased at the point of sale or as a
FAMILY FOOD CURATED
monthly subscription service. ACTIVITIES MEAL DEMOS
FRESH FOOD
& RETAIL
Figure 138. Summary of offerings diagram. Author’s image. 88

FINAL PROTOTYPE: BRAND IDENTITY
The goal for branding the mobile nutrition experience was The logomark utilizes fun shapes to
evoke a positive reaction to fresh,
to use fun shapes and colors to appeal more readily to family healthy foods.
units. Since the physical touchpoints were positioned within The logotype was designed to mimic the
fun, irregular shapes of the logomark,
a variety of busy, active settings, it was critical to deliver the appealing to both parents and children.
Nomnivore experience in a direct, energetic way.
A fresh experience for busy families.

The tagline was designed to
summarize the value of the
experience, and its intended purpose.
Figure 139. Nomnivore brand logo. Author’s image. 89

FINAL PROTOTYPE: PHYSICAL EXPERIENCE > OVERVIEW
The physical touchpoint was designed as a visceral,

nonlinear experience that engages families in a Fresh, seasonal produce options and curated
retail products are available for purchase.
variety of scenarios: Rooftop gardens allow chefs to grow
Family food activities and games are
common herbs and vegetables.
offered by experienced facilitators.
“What’s for dinner?”

Plant-based chefs perform active meal
• Meal preparation demonstrations and preparation demonstrations for families.
take-home kits
• Taste-testing of freshly-made samples
• Activity cookbox offering new suggestions for
Pull-out gardens attract visitors and
family meals provide a learning framework for
Outdoor seating is available for
hands-on food activities.
tasting samples.
“The kids need something to
keep them occupied.”
• Hands-on activities for families to learn about

plant-based foods and gardening
“I just want to browse.”
• Curated retail products and fresh produce sourced

from local farms and grocers
• Expert nutritionists offering guidance
and meal ideas
Expert nutritionists are available to
answer questions, offer advice, or guide
families to desired experiences.
Figure 140. Nomnivore trailer overview. Author’s image. 90

FINAL PROTOTYPE: PHYSICAL EXPERIENCE > ELEVATIONS
The experience is delivered on a mobile trailer platform,

which unfolds onsite to create a multi-layered destination.
Families can approach the trailer on three sides, and the
shopping area can be accessed through the central entry.
A large, dimensional logomark is

positioned near the activity area to
attract children to the experience.
The Nomnivore logotype is presented

using dimensional letters that can be easily
stowed when the trailer is in transport.
A large, dimensional logomark is

positioned near the activity area to
attract children to the experience.
The facilitator engages children with

activities around plant-based foods and
gardening, in fifteen-minute segments.
LEFT ELEVATION FRONT ELEVATION
Figure 141. Nomnivore trailer, left elevation. Author’s image.

Figure 142. Nomnivore trailer, front elevation. Author’s image. 91
FINAL PROTOTYPE: PHYSICAL EXPERIENCE > FLOOR PLANS
The main level of the experience provides access to all

touchpoints. The rooftop level is utilized as an urban garden
that keeps regularly-used herbs and vegetables fresh and
accessible for the chefs. Produce & retail
Outdoor
The outdoor seating area assembles quickly and can Hands-on Meal prep
seating
collapse to be stored on the trailer when traveling or Activities demonstrations
not in use.
LEVEL 1 Ladder access to

upper level garden
Fresh Small Fresh

herbs vegetables herbs
Small
vegetables
Fresh
herbs
LEVEL 2
Figure 143. Nomnivore trailer, level 1 plan. Author’s image.

Figure 144. Nomnivore trailer, level 2 plan. Author’s image. 92
FINAL PROTOTYPE: DAILY MENU BOARD
Nomnivore partners with local farms and grocers to provide the

freshest ingredients in town. All meal kits are developed and rotated
on a seasonal basis, which adds repeatability to the experience.
Meal demonstrations are posted on a daily menu board that is
updated at each event, according to the available offerings.
Figure 145. Menu board mockup. Author’s image. 93

FINAL PROTOTYPE: ACTIVITY COOKBOX
The activity cookbox extends the Nomnivore experience for

families as an optional retail purchase at the point of sale or
online. It functions as an expandable toolkit that combines
hands-on activities with recipes that are used on the trailer
during meal preparation demonstrations.
Figure 146. Activity cookbox rendering. Author’s image. 94

FINAL PROTOTYPE: ACTIVITY COOKBOX > SAMPLE RECIPE
The recipes included in the activity cookbox were designed

to be updated regularly, providing a renewable source of
new meal ideas for families. Recipe sources may vary, from
actual meals demonstrated at physical touchpoints to curated
Vegan Queso Dip
recipes from plant-based chefs. Make the Vegan Cheez.
BACK
14oz Roasted red peppers

1/2 cashews, soaked
1 cup water
3 tbsp Nutritional yeast
Dips & Sauces

2 tbsp Lemon juice
2 tsp Onion powder
2 tsp Salt
Add all ingredients to high power blender (VitaMix).

Blend for approximately 6 minutes.
Sauté 1/2 red onion in 1 tbsp olive oil for about 2 minutes.
Add 1 green pepper diced, 1 red pepper diced, 1 small
can of green chiles, 1 tbsp minced garlic, 1 tsp smoked
chille pepper (or Ancho chille for spicy) powder and
cook with onions for a few minutes. Don't over-cook!
Combine all ingredients with Cheez.

Stir and serve with corn chips.
FRONT
Figure 147 (left). Activity cookbox, sample recipe. Author’s image.

Figure 148 (right). Retrieved from http://www.123rf.com/photo_55788722_comfort-food-with-tortilla-chips-and-a-vegan-cheese-and-salsa-dip-for-nachos.html. Reprinted with permission. 95
FINAL PROTOTYPE: ACTIVITY COOKBOX > SAMPLE ACTIVITY
The activities included in the cookbox were designed to

facilitate conversation and action around healthy eating
choices in a comfortable environment. Some activities Visit Nomnivore.nom
may be more appropriate before, during, or after meal

Lunch-building 101 for more ideas on
healthy lunch building!
preparation. All activities were intended to involve the entire Reimagine tomorrow’s lunch!
BACK
family in a hands-on task to promote the development of
Supplies:
healthy eating strategies.
Construction paper
Paper plate or divided lunch tray
Glue stick
Crafty Noms!
Recipe cards
Design a brand new lunch for yourself by writing or

1 drawing the meal on a paper plate.
2 Trade your plate with a family member and ask them to

build the lunch you designed. You will build their lunch!
3 Using construction paper, glue (and whatever else you

want), build the lunch!
4 As a family, discuss the food choices you made

when you designed the lunches. What choices
could have been healthier?
FRONT
Figure 149 (left). Activity cookbox, sample activity (front). Author’s image.
Figure 150 (right). Activity cookbox, sample activity (back). Author’s image. 96
FINAL PROTOTYPE: CURATED MEAL KITS
The physical touchpoint is leveraged as an opportunity to introduce

families to easy, healthy meal ideas in a familiar setting, such as
after-school activities, outdoor events, and farmer’s markets. The
meal kits are sampled throughout the day and can be purchased for
home preparation.
Figure 151. Meal kit ingredients. Author’s image.

Figure 152. Meal kit mockup. Author’s image. 97
FINAL PROTOTYPE: DIGITAL TOUCHPOINTS
The Nomnivore experience can be initiated through several digital

touchpoints, which were designed to provide convenient access and
potential extension of physical offerings.
A fresh experience
for busy families.
Reimagine nutrition
for your family.
BUY NOW! WHAT IS IT?!
Connect with us!
FREE MOBILE APPLICATION WEB-BASED INTERFACE MEAL KIT SUBSCRIPTION SERVICE
Parents can track the location of the Nomnivore Retail products can be purchased online, and parents Meal kits can be ordered digitally through a
trailer, view upcoming schedules, and plan for can share their experiences with other families subscription service offering flexible plans, fresh
upcoming events in their area. through social networking. ingredients, and personalized recipes.
Figure 153 (left). Nomnivore digital touchpoints, mobile. Author’s image.

Figure 154 (center). Nomnivore digital touchpoints, web-based. Author’s image.
Figure 155 (right). Nomnivore digital touchpoints, meal kit delivery. Author’s image. 98
FINAL PROTOTYPE: SPECIAL EVENTS
In addition to regularly occurring events, such as farmer’s markets, ART FAIRS FOOD, BEER & WINE FESTIVALS
Nomnivore also complements special events that are relevant to COOKING CHALLENGES 5K FUNDRAISERS
food and health.
TASTE & TOAST ART ON THE SQUARE MARQUART’S RUN, WALK, CRAWL 5K
13
MAY
6 4
MAY JUNE
MAPLEWOOD, MO BELLEVILLE, IL WASHINGTON, MO
“THE HILL” WINE WALK ART FAIR AND WINEFEST FALL FESTIVAL OF THE ARTS & CRAFTS
7
MAY MAY SEPT
ST. LOUIS, MO
22 WASHINGTON, MO
24 WASHINGTON, MO
“CHEFS COOK REAL” CHALLENGE ART OUTSIDE FOODSTOCK
11
MAY MAY AUG
(MULTIPLE LOCATIONS)
27 MAPLEWOOD, MO
27 WASHINGTON, MO
FEAST OF FOUNTAINS ST. LOUIS UNCORKED 2016
12
MAY
3
JUNE
KANSAS CITY, MO DOWNTOWN ST. LOUIS
Figure 156. Special events diagram. Author’s image. 99

BUSINESS MODEL CANVAS

KEY PARTNERS KEY ACTIVITIES VALUE PROPOSITIONS CUSTOMER RELATIONSHIPS CUSTOMER SEGMENTS
The final business model was influenced by • Grocers • Food preparation • Educating families through • Active participation • Families
findings from the detailed SWOT analysis. • Local farms • Product development active experiences around • Family involvement • Farmers/grocers
Prioritization was placed on balancing internal and • Schools • Activity planning fresh food and healthy • Personal assessment • Schools
• Development and eating and support
external activities and resources, while ensuring • Health organizations preparation of meal kits • Community involvement • Expecting parents
that Revenue Streams could sustain ongoing costs. • Nonprofit organizations • Communicating the value • Foodies
• Web/app/marketing agencies • Production of activity of family nutrition through • Cocreation of new menu and • Health professionals
*For business model development process, see Appendix I. cookboxes good design meal kit ideas • Event organizers
• Food sourcing • Partner referrals and
• Food delivery • A mobile nutrition recommendations
education experience for
KEY RESOURCES parents on-the-go CHANNELS
• Plant-based chefs • Physical experience

• Designers • Leveraging the expertise of (Nomnivore trailer)
• Nutritionists chefs and nutritionists to • Meal delivery service
• Physical, portable container bring fresh food and • Events
knowledge to families at a
• Brand development low cost • Partner channels (Grocers,
• Local farms farmers markets, schools,
• Delivery services health organizations)
• Web/app development • Web presence
• Builders/carpenters • Mobile app
• YouTube channel (for chef)
COST STRUCTURE REVENUE STREAMS
• Product development costs • Startup costs • Product sales • Free meal sampling and
(cookbox, website, app) • Facility rental fees • Sales from food and meal kits family activities
• Trailer maintenance and overhead • Marketing and advertising • Subscription fees from meal kit • Renting fees for events
• Produce inventory costs delivery service • Free app
Figure 157 (above). Business model canvas working wall 2.0. Author’s image.
Figure 158 (right). Final business model canvas. Author’s image. 100
IMPLEMENTATION: OVERVIEW
Implementation of the Nomnivore experience was 5

designed to support growth and development through FLOURISH • Expand market reach 36 months+
• Increase human resources
iterative learning. A base framework is required to
• Maintain existing relationships
initially enter the market, which enables ongoing • Develop new business opportunities
product development, refinement, and
relationship-building.
4
NURTURE • Refine existing offerings 24-36 months
• Design and develop new offerings
• Develop new partner relationships
3
ENGAGE • Market and test core experience 18-24 months
• Evaluate successes and failures
• Develop existing relationships
2
CREATE • Design core product offerings 6-18 months
• Design core experience platform
• Establish fabricators and other resources
1
PLANT • Raise startup capital 0-6 months
• Develop business plan
• Connect with partners and suppliers
• Acquire human resources
Figure 159. Implementation stages diagram. Author’s image. 101

IMPLEMENTATION ROADMAP
Key activities for development of the Nomnivore system were
mapped to a timeline with stages of implementation, indicating
where material and human resources would be best allocated.
BUSINESS PLANNING
Development of business plan
Partner relationship-building
Event planning
Acquisition of key human resources
Generation of startup capital
PRODUCT DEVELOPMENT
Product ideation
Core experience platform design
Supporting product design
Meal/menu development and design
Branding
Activity planning
Digital offering management
Refinement of existing offerings
Expanded offerings and new products
FABRICATION & PRODUCTION

Fabrication of physical platform
Production of digital offerings
Prototype testing
MARKETING & PROMOTION
PLANT CREATE ENGAGE NURTURE FLOURISH
0-6 months 6-18 months 18-24 months 24-36 months 36 months+
Figure 160. Implementation roadmap. Author’s image. 102

IMPLEMENTATION: PHASE ONE
ACTIVITIES RESOURCES REQUIRED

Business plan development • Business consulting services
• Financial advisor
• Nomnivore founders
Startup capital generation • Sponsors and partners

• Angel investors
• Financial advisor
• Nomnivore founders
Event planning • Event coordinators

Partnership development • Farmers and grocers
PLANT • Schools
• Health organizations
The initial phase of implementation primarily involves
• Nonprofit organizations
business planning activities, such as generation of startup
capital and business plan development. These activities
are supported by preliminary product development tasks. Human resource acquisition • Employment advisor
Menu development /design • Chefs

• Nutrition experts
Figure 161 (above). Implementation roadmap, phase one. Author’s image.

Figure 162 (right). Implementation resources and activities, phase one. Author’s image. 103
IMPLEMENTATION: PHASE TWO

Product ideation • Chefs
Activity planning • Nutrition experts
Supporting product design • Design team
Brand identity development • Design team

• Marketing consultant
Core experience platform design • Design team

• Chefs
• Fabrication consultants
CREATE
Fabrication of physical platform • Fabricators/builders
With the necessary capital raised and the business plan
• Design team
in place, design development of the core experience
platform and supporting products can begin. Some ongoing
business development activities such as event planning and Production of digital offerings • Web/app development consultants
relationship-building will continue. Fabrication and product Web/app management • Design team
development will become parallel activities during the
remaining six months. Prototype testing • Families
• Design team
• Chefs
Figure 163 (above). Implementation roadmap, phase two. Author’s image.

Figure 164 (right). Implementation resources and activities, phase two. Author’s image. 104
IMPLEMENTATION: PHASE THREE

Marketing and promotion • External branding team
• Design team
Events and appearances • Physical platform

• Nomnivore staff
Meal delivery • Delivery service/drivers

• Customers
• Suppliers
Production of supporting offerings • Printers

ENGAGE • Packaging manufacturers
• Distributors
At this stage, the core experience platform is ready for
• Design team
real-world prototyping, using St. Louis, Missouri as a test
market. During this time, finalization of digital offerings and
supporting product creation will occur. Ongoing resource Refinement of existing offerings • Design team
and partnership development activities will also continue • Chefs
throughout this phase. • Nutrition experts
Figure 165 (above). Implementation roadmap, phase three. Author’s image.

Figure 166 (right). Implementation resources and activities, phase three. Author’s image. 105
IMPLEMENTATION: PHASE FOUR

Continued relationship-building • Event coordinators
• Existing partners
• Existing customers
New product development • Design team

Expanded offerings • Chefs

• Design team
NURTURE
Learnings from the initial entry in the marketplace
will drive the activities of Phase Four. During the first
three months, emphasis will be placed on promoting
the experience and strengthening relationships with
customers, partners, and resources. The remaining
three months will be used to refine existing products
and develop new offerings for the system.
Figure 167 (above). Implementation roadmap, phase four. Author’s image.

Figure 168 (right). Implementation resources and activities, phase four. Author’s image. 106
IMPLEMENTATION: PHASE FIVE

Continued relationship-building • Event coordinators
• Existing customers
New product development • Design team

Expanded offerings • Chefs

• Design team
FLOURISH New business development • Nomnivore founders

At its mature state, the Nomnivore system will be self-
• Marketing director
sustaining. Refined product development efforts will
be completed in parallel with expanded resources and
fabrication of additional physical platforms. Business Physical platform fabrication • Fabricators/builders
activities will include ongoing relationship-building, with • Design team
a greater focus on new business development. Promotion
and marketing strategies will build upon prior successes to
expand market reach.
Figure 169 (above). Implementation roadmap, phase five. Author’s image.

Figure 170 (right). Implementation resources and activities, phase five. Author’s image. 107
IMPLEMENTATION: SUMMARY
Following this implementation plan is critical in developing an SUCCESS

experience-centered system that relies on iterative learning for FLOURISH
its success. A strategic approach to product development and 5
testing ensures that quality and content are continuously aligned Expand current offerings, explore new
to user needs. Finally, a constant focus on the creation of valuable possibilities and sustain the core system.
partnerships positively influences the sustainability of the system.
NURTURE
4 Refine existing products, strengthen
relationships, and develop new ideas.
ENGAGE
3 Test the core products with customers
while evaluating results in parallel.
CREATE
2 Develop the assets and offerings
required to deliver the experience.
PLANT
1 Create the conditions needed for a
sustainable nutrition experience.
STARTUP
Figure 171. Implementation summary diagram. Author’s image. 108

CONCLUSIONS
& RECOMMENDATIONS
CONCLUSIONS & RECOMMENDATIONS Designing For Wellness
CONCLUSIONS: OVERVIEW MAIN RESEARCH QUESTION
The challenges of supporting healthy eating habits How might the application of design thinking strategies
for families were explored and validated through
qualitative research. The key elements of the research
inspire positive change in family nutrition habits?
guide were reevaluated to determine the depth of
understanding reached through the application of *For comprehensive research matrix, see Appendix B.
design management methods.
1 DESIGN THINKING STRATEGIES 2 POSITIVE CHANGE 3 FAMILY NUTRITION HABITS

Research findings revealed that there were opportunities for Making healthy choices fun, accessible, and convenient Time constraints are predominantly responsible for the
collaboration and co-creation between experts and families. is a key opportunity for facilitating positive change in families. challenges experienced in family nutrition habits.
Development of the final prototype requires the creation Positive change could be promoted by influencing how food Healthy eating habits are more successfully enforced when
of multidisciplinary teams to deliver a unique nutrition decisions are made at the point of purchase. parents control how food enters the home.
education experience to families.
Transforming the attitudes around healthy eating barriers
may be essential to spark positive change.
Figure 172. Main research question bubble. Author’s image.

Figure 173-175. Research question icons. Author’s image. 110
CONCLUSIONS: VALIDATION
The outcomes of concept development and prototyping

facilitated the creation of a unique nutrition education
experience. The Nomnivore system addresses the
challenges involved in supporting, educating, and
engaging families about healthy eating.
A fresh experience for busy families.
Families are engaged about healthy eating directly, at

locations or events that they may regularly attend.
CHALLENGES
A visceral nutrition education experience is delivered
Developing sustainable, healthy eating habits within a fun, active environment.
among families
The experience is extended through companion
products that continue the development of healthy
eating habits for families.
Reaching and engaging parents to educate them
about healthy eating habits Activities and meal preparation demonstrations involve
children and parents in hands-on learning.
For detailed problem statement, see page 2.
A fresh, friendly brand delivers the message of healthy
eating as a fun activity for families, rather than an
inconvenient chore.
Figure 176. Problem statement diagram. Author’s image. 111

CONCLUSIONS: VALIDATION
The innovation was filtered through the design criteria

for the project to determine its alignment with the
research objective.
DESIGN CRITERIA MET? IF SO, HOW? IF NOT, WHY NOT?

YES NO
Low-cost Products are offered at variable price points and combined with free elements
Driven by awareness The frequency and physicality of the experience creates visceral knowledge
Experiential nutrition education The act of participating promotes a natural acquisition of knowledge
Whole-family involvement Activities and meal demonstrations are designed to engage parents and children
Accessible anywhere The experience travels to frequently-visited locations and special events
Simple to use or experience No previous knowledge is required to participate in the experience
Game-based learning The experience is fueled by hands-on activities and reward-based learning
For detailed design criteria, see page 56.
Figure 177. Design criteria validation diagram. Author’s image. 112

CONCLUSIONS: MEASURING SUCCESS
The success of the Nomnivore system is primarily

determined by the quality of the connections it establishes
with families. A simple framework is used to measure How well do our offerings inspire families to
qualitative and quantitative outcomes of all product make healthier choices?
offerings.
How convenient and accessible is our
The future of the system is dependent upon its ability to experience to busy families on-the-go?
create a credible, sustainable brand that continuously
adapts to the evolving needs of families. How likely are families to purchase and use our
supporting products?
To what extent do families identify with our

brand message?
How do our product development efforts

measure up to our product sales?
How effective are our partnerships at expanding

the awareness of our brand experience?
Figure 178. Success metrics diagram. Author’s image. 113

RECOMMENDATIONS
The Nomnivore system has the potential to impact communities

on a variety of levels. While the experience was primarily designed Schools can use Nomnivore to educate their
to support families, all stakeholders involved can benefit from its students about nutrition during lunchtime or
unique offerings. after-school actvitities.
It is recommended that all potential partners consider this innovation

as a valuable differentiator to their existing business model. Greater Farmers and grocers supply Nomnivore
attendance to partner locations and special events suggests the with fresh foods and partner to cross-promote
potential for increased revenue.
their businesses.
The success of the Nomnivore experience is dependent upon the
quality of its interdisciplinary team. It is recommended that those
involved in business and product development approach the Families are the key beneficiaries Non-profit organizations can use
creation of its team with the utmost care and discretion. Staff should of the Nomnivore experience. Nomnivore as a method of strengthening
be selected based on expertise in nutrition and plant-based meal their message through special events
preparation. Additionally, design teams should be formed from a presence.
passion to blend good design with healthy eating.
Health organizations can promote
Finally, for all potential partners, developers, and participants Nomnivore internally with their patients as a
involved in the Nomnivore experience: exercise your passion for tool for nutrition awareness.
healthy eating and nutrition awareness to empower others, so that
we may realize a world of health literacy.
THANK YOU!
Figure 179. Diagram of beneficiaries and users. Author’s image. 114

APPENDICES
APPENDICES Designing For Wellness
APPENDIX A: PROJECT TIMELINE
PROJECT DURATION (WEEKS) W1 W2 W3 W4 W5 W6 W7 W8 W9 W10 Fin
Week 1: Project Planning T W Th F Sa Su M T W Th F Sa Su M T W Th F Sa Su M T W Th F Sa Su M T W Th F Sa Su M T W Th F Sa Su M T W Th F Sa Su M T W Th F Sa Su M T W Th F Sa Su M T W Th F Sa Su M

Final Project Proposal
Primary Research Documents
Week 2: Conducting Research
Primary Research Progress
Conduct Primary Research
Working Wall Progress
Week 3: Market Analysis
Project Positioning
ZAG
Value Proposition
Week 4: Research Synthesis
Data Synthesis
Research Gaps
Personas
Opportunities
Refine Design Criteria
Week 5: Midterm Process Book & Initial
Exploration
Midterm Process Book Draft
Initial Concept Exploration
Refine Concepts
Week 6: Refined Exploration & Prototyping
Complete Concepts for testing
Concept Testing
Concept Development
Preliminary Prototype Ideation
ZAG Steps 12,13,14
Week 7: Asessment & Validation
Complete Concept Assessment
Complete Gap Representation
Week 8: Final Prototype
Refine Prototype
Complete Prototype
Week 9: Business & Implementation Plan
Complete Business Model Canvas
Generate Implementation Plan
Final Process Book Generation
Complete Working Wall
Week 10: Final Process Book
Complete Final Process Book
Final Presentation Preparation
Table 13. Timeline of project milestones and deliverables. Author’s image. 116
APPENDIX B: RESEARCH MATRIX
HOW MIGHT THE APPLICATION OF DESIGN THINKING STRATEGIES INSPIRE

POSITIVE CHANGE IN FAMILY NUTRITION HABITS?
research what do I why do I need what type of where can i data who do i contact when do i need what will i be what might i be
for collecting taking away from missing? how might
sub-questions need to know? to know this? data is needed? find this data? collection to get a hold
this data? what i be wrong?
methods this data? of this data? will i be learning?
#1 How is design thinking defined How does the nutrition education

sector define design and design
Understanding the relevance of
design management to nutrition
Qualitative data Published literature Secondary research, on-site
interviews, surveys
Design managers
Health professionals
Prior to week 3 of project timeline
(4/16/16)
A cross-section of intersectional
thinking between design and nutrition
There may be additional subjects
involved other that those listed. Design
in the context of nutrition Interactions with design managers and education from the perspective of managers with experience in the health
thinking? How do design managers education allows potential
and health? identify with nutrition? opportunities to emerge health professionals on-ground design managers industry may be sparse.
#1a How does the design How designers and design

managers define and view design
To understand the knowledge base
of design thinking within the larger
Qualitative data Published literature Secondary research, on-site
interviews, surveys
Design managers
Designers
(4/16/16)
How the design community uses
(or does not use) design thinking
The knowledge of design thinking
within its own industry may not prove
community identify with design methods as a part of their everyday to be relevant or useful when applying
thinking in the contect of their design community Interactions with design community
thinking strategies? profession problem-solving these methods to families
#1b What types of design thinking The most effective design thinking To eliminate strategies that may be
irrelevant to the process, and guide
Qualitative data Interactions between design
managers and parents
Secondary research, on-site Design managers
Parents
Prior to week 3 of project timeline How design thinking might be best
applied to family nutrition habits;
It is to be determined whether design
thinking methods may elicit positive,
strategies might best engage tools used by other design interviews, creative facilitation (4/16/16)
managers that may also be applied focus towards strategies that might sessions (with parents), surveys measuring the effectiveness of best negative or neutral results in pursuing
families? when working with parents promote the most opportunistic results practices to determine the appropriate improvement of family nutrition
tols and methods
#2 What is the quality and How nutritious are family meals To learn what is being served in Mixed Interactions with parents in Secondary research, on-site Parents Prior to week 3 of project timeline A database of family meals and Findings may suggest that proper
served at home? What is the the home environment and how the home environment and interviews, shadowing sessions, Health professionals (4/16/16) associating timelines to describe the nutrition requirements are being
frequency of family meal overall quality of consumption in the
frequency of these meals? meal content might impact family observations in the grocery surveys met, diluting the implementation of
content? nutrition and eating habits environment home environment; this may indicate design thinking strategies
gaps in nutritional content.
#2a Where might change be needed To identify the most lucrative

opportunity space(s) within the
To ensure that the most critical
challenges in family nutrition
Qualitative data Interactions with health
professionals and parents
Secondary research, on-site
interviews, surveys
Parents
(4/16/16)
A cross-section of common problem
areas within the scope of family
Motivation for change may be
undesirable from the parent’s
in family meal habits? nutrition habits and across a variety of
current environment of family education are identified and perspective
nutrition education evaluated socioeconomic statuses
#3 How might parents educate To understand current trends

and strategies among parents in
To evaluate the frequency of
nutrition education practices and
Mixed Published literature Secondary research, on-site
interviews, fly-on-the-wall,
Parents
Educational institutions (K-12)
(4/16/16)
A qualitative understanding of parental
behavior patterns associated with the
Evaluation of these patterns may
not suggest a high need for
themselves about proper Interactions with parents, educational acquisition of nutrition knowledge,
educating themselves on nutrition their implications on family eating shadowing sessions, surveys Health professionals positive change
nutrition for their families? and healthy eating habits habits institutions, and grocery stores and where gaps in access or utilization
may occur
#3a What might prevent parents What are the barriers to family
nutrition education?
To understand what might keep Qualitative data Interactions with parents,
educational institutions, and
Secondary research, on-site Parents
(4/16/16)
A qualitative study of physical and
emotional barriers to nutrition
Accessibillity to nutrition programs
and knowledge may be limited by
from accessing nutrition parents from attaining the proper interviews, fly-on-the-wall,
knowledge to guide family nutrition grocery stores shadowing sessions, surveys Health professionals education that may expose problem ethnicity, socioeconomic status and/
education resources? areas in the development of healthy or financial constraints
eating habits within the family
#3b When might parents engage in To identify key junctures when Understanding the timeline of
voluntary engagement promotes clarity
Mixed Interactions with parents, Secondary research, on-site Parents
(4/16/16)
The circumstances in which parents
may choose to engage in more
Nutrition education programs often
target children; engagement may
nutrition programs to guide parents seek self-intervention to educational institutions, and interviews, surveys
inform their nutrition and eating in identifying patterns of behavior grocery stores Health professionals intensive nutrition education programs, be for child’s benefit but less about
healthy eating habits? habits related to nutrition education suggesting possible motivations reforming parental eating habits
for change
Table 14.1. Research questions matrix. Author’s image. 117

APPENDIX B: RESEARCH MATRIX
HOW MIGHT THE APPLICATION OF DESIGN THINKING STRATEGIES INSPIRE

POSITIVE CHANGE IN FAMILY NUTRITION HABITS?
research what do I why do I need what type of where can i data who do i contact when do i need what will i be what might i be
for collecting taking away from missing? how might
sub-questions need to know? to know this? data is needed? find this data? collection to get a hold
this data? what i be wrong?
methods this data? of this data? will i be learning?
#4 How can positive change What are the attributes and

conditions of positive change?
To understand what conditions
must be met in order to facilitate
Mixed Interactions with health
professionals, educational
Secondary research, on-site
interviews, surveys
A contextual knowledge of what
positive change means to different
Positive change may not be a familiar
term to everyone; definitions may exist
be defined? stakeholders within the research study. in a subjective space.
change; to develop a vocabulary for institutions, and design managers Design managers
identifying and measuring change
#4a What might drive positive What activities or facilitators might

break down barriers to change in
To gain a deeper knowledge of
underlying motivations of change in
Qualitative data Interactions with health
professionals, parents, design
On-site interviews, surveys Health professionals
(4/16/16)
Methods of engaging parents as a way
to promote positive change in healthy
Some methods may not be conducive
to change within the scope of this
change in family eating habits. study.
families? the context of nutrition managers, and educational Parents
nutrition habits? institutions Design managers
#4b Who may be involved with Who are the key players in the To ensure the proper resources Mixed Interactions with health Secondary research, on-site Health professionals Prior to week 3 of project timeline A framework of the key players in This framework may not be directly
development of and participation in are engaged and secure a focused professionals, grocery stores, and interviews, surveys Educational institutions (K-12) (4/16/16) an innovative ecosystem involving researchable (emerging patterns
positive change within members of the design and nutrition through affinitization and data
nutrition education programs? research ecosystem educational institutions
nutrition education programs? disciplines synthesis may elicit more clarity in
this area)
Table 14.2. Research questions matrix (continued). Author’s image. 118

APPENDIX C: RESEARCH PROTOCOLS> CONSENT FORMS
PROJECT INTRODUCTION & CONSENT INFORMED CONSENT FORM
The following information provides an introduction to field research that will be conducted in
various homes, offices, and shopping environments between March 1 and June 4, 2016,
by Jason Mills, a Design Management graduate student at the Savannah College I voluntarily agree to participate in an interview/inquiry performed by a graduate student in
of Art and Design. the Design Management program at the Savannah College of Art and Design. I understand
that this interview/inquiry is being conducted by Jason Mills in order to identify
PURPOSE OF THE STUDY potential opportunities for design.
The purpose of the study is to research and evaluate current strategies in parental nutrition education,
and identify potential opportunities for engaging and supporting parents in developing and maintaining
healthy eating habits for themselves and their families. I understand that the evaluation methods which may involve me include:
RESEARCH QUESTION(S) 1. the recorded (audio and/or video) observations of my work

Our research will be guided by the following question: 2. my completion of an evaluation questionnaire(s) and/or
3. my participation in a 30-90 minute interview.
How might the application of design thinking strategies inspire transformational change
in family nutrition habits?
I grant permission for the interview/inquiry to be recorded and transcribed, and
DATA COLLECTION METHODOLOGY to be used only by Jason Mills for analysis of interview data.
Data will be collected through:
• Semi-structured one-on-one interviews I grant permission for the evaluation data generated from the above methods to
• Family meal content survey
be used in an educational setting.
• Anonymous structured survey
• Shadowing observation (homes, offices and shopping environments)
I understand that any identifiable information in regard to my name and/or company
DATA MANAGEMENT name will be removed from any material that is made available to those not directly
Does data need to be anonymized? Y | N involved in this study.
Data will be stored via digital archive, synchronized with cloud-based storage such as Google Drive.
Data will be kept until June 4, 2016; and properly destroyed via formatting of all media containing
research data.
_______________________________________
Research Participant Signature
CONTACT INFORMATION
This project is being conducted through the Design Management department at the Savannah College of
_______________________________________ ____/____/____
Art and Design. For additional information please contact:
Research Participant Name (Please print) Date
Jason Mills, IDSA Regina Rowland, Ph.D.

Graduate Student, Design Management Professor, Design Management
314.591.3625 415.513.0673
jsndnlmlls@gmail.com rrowland@scad.edu
DESIGNING FOR WELLNESS DESIGNING FOR WELLNESS

Figure 180. Project introduction & consent. Author’s image. Figure 181. Informed consent form. Author’s image.
119
APPENDIX C: RESEARCH PROTOCOLS> SIGNED CONSENT FORMS
Figure 182. Consent form #1. Author’s image. Figure 183. Consent form #2. Author’s image. Figure 184. Consent form #3. Author’s image. Figure 185. Consent form #4. Author’s image. Figure 186. Consent form #5. Author’s image.
120
121
Figure 207. Consent form #26. Author’s image. Figure 208. Consent form #27. Author’s image. Figure 209. Consent form #28. Author’s image.
122
APPENDIX C: RESEARCH PROTOCOLS> SEMI-STRUCTURED INTERVIEW GUIDES
INTERVIEW- PARENTS INTERVIEW- EDUCATORS
1. What role does nutrition play in your family’s lifestyle? 1. Do you feel that design plays a role in nutrition education? If so, why? If not, why not? (Q#1)
2. Do you have any challenges with maintaining nutrition & health at home? 2. Do you talk to your students about nutrition? Do your students talk about nutrition? (Q#3)
3. What does a typical weekly meal plan look like for your family? 3. What do you think might prevent students from getting the proper nutrition education? (Q#4, #8)
What is your family’s weekly grocery budget?
4. How do you feel about the school lunch program? (#4, might need new sub Q)
4. What does a normal dinner consist of? (Ask participant to fill out accompanying plate diagram.) What do you think could be improved?
5. Where do you primarily shop to plan for meals? Are there other places you go to supplement? 5. Does your school offer nutrition education programs for students and/or parents?
If so, what is the level of participation?
6. How many meals does your family share in a normal day? If not, do you think this would be a helpful addition to school activity offerings? (Q#5, #6)
How often does your family eat together at home?
What time do you usually sit down for dinner? 6. Who do you believe needs to be involved in nutrition education? (Q#3)
7. Who in the household is involved in the meal planning and preparation process? 7. Who in the school manages the nutritional content for its students? (might need sub Q)
8. Do you talk about family nutrition at home? If so, what topics are most significant? 8. Do you think family nutrition has an impact on students’ alertness/attentiveness in class? (Q#4)
If not, what prevents you from discussing this topic?
9. How involved do you think parents are with ensuring proper nutrition for
9. How do you educate yourself and/or your family about nutrition and health? their children at school? At home? (#4, #6, #8)
Where do you go to find information about healthy eating & nutrition?
10. How are parents currently informed on what is being served at lunch? (Q#3, #8) (might not know)
10. What tools or strategies do you use to maintain nutrition & health at home?
11. Do teachers eat lunch with the students? If so, what do you observe about their nutrition habits? (Q#4)
11. Have you or others in your household participated in a nutrition education program?
If not, what has prevented your participation? If so, what did you take away from the experience? 12. Does the school offer a cooking or home ec. class? If so, is it required or elective-only? (Q#3)
12. How do you feel about your child’s/children’s school lunch program?
13. Would you consider participating in a facilitation session with other parents
to learn how design might impact your family’s nutrition habits?

Figure 210. Semi-structured interview guide (parents). Author’s image. Figure 211. Semi-structured interview guide (educators). Author’s image.
123
APPENDIX C: RESEARCH PROTOCOLS> SEMI-STRUCTURED INTERVIEW GUIDES
INTERVIEW- DESIGN MANAGERS INTERVIEW- HEALTH PROFESSIONALS
1. How do you define design thinking? 1. Do you feel that design plays a role in nutrition education? If so, why? If not, why not?
2. How do you define design management? 2. Who do you collaborate with to develop and deploy nutrition education programs and interventions?
3. Do you believe design thinking could be used to positively influence nutrition education 3. Can you identify key family nutrition habits that are in most need of positive change?
opportunities for parents? If so, how? If not, why not?
4. How do parents educate themselves about nutrition before or while consulting
4. What design thinking strategies have you used to successfully engage your clients or students? professional nutrition services?
How might these strategies apply when working with families?
5. When might parents consult you about nutrition and health? Please describe the process.
5. Who might design managers collaborate with to facilitate positive change in nutrition education
for families? 6. Do you discuss family meal content and planning with your clients/patients?
If so, what do you find most prevalent in families today?
6. Can you identify a scenario when you used design thinking to successfully interact with
other disciplines? If so, please describe this instance. 7. What do you think might prevent parents from accessing nutrition education resources?
7. Is family nutrition and health important to you? Please explain. 8. How do you stay educated on best practices for nutrition?
8. How do you educate yourself about nutrition and health? 9. How would you describe the predominant demographic of your clientele/patients?
9. Would you be willing to participate in a facilitation session with parents and health professionals 10. Do you participate in any extracurricular activities related to the nutrition and health field?
to learn how design thinking could potentially impact family nutrition and healthy eating habits? If so, what have you gained from this experience? If not, what has prevented you from participating?

Figure 212. Semi-structured interview guide (design managers). Author’s image. Figure 213. Semi-structured interview guide (health professionals). Author’s image.
124
APPENDIX C: RESEARCH PROTOCOLS> FAMILY MEAL CONTENT SURVEY
“WHAT’S ON YOUR PLATE?”
What time do you usually eat dinner? How do you decide what’s for dinner each night?
Who usually cooks dinner for the family? Where does the family eat? (i.e. dining room, living room)
What is an example of a typical meal?
BEVERAGE
DESSERT MAIN MEAL

DMGT-748-OL | M.A. FINAL PROJECT
Figure 214. Family meal content survey, Author’s image.
125
APPENDIX C: RESEARCH PROTOCOLS> SHADOWING OBSERVATION WORKSHEETS
SHADOWING SESSION- GROCERY SHOPPING Date: / / SHADOWING SESSION- MEAL PREPARATION Date: / /
Where did the shopping trip take place? What is on this evening’s menu?
How long did the trip take?
How often does the parent go grocery shopping?
Did the parents’ children attend the shopping trip?

BEVERAGE
How did the parent make food choices?
Did the parent have a shopping list? (Y/N)
What was the path of travel through the shopping environment?
DESSERT MAIN MEAL
Notes: What time was dinner served? Notes:
How long did meal prepration take?
Where was dinner served?
Who was involved in meal preparation?
Have other meals been planned for the week?

(List them here.)

Figure 215. Shadowing session form (grocery shopping). Author’s image. Figure 216. Shadowing session form (meal preparation). Author’s image.
126
APPENDIX C: RESEARCH PROTOCOLS> ONLINE SURVEY QUESTIONS (PARENTS)
1. I voluntarily agree to participate in this survey performed by students 5. Where do you shop to plan for meals? (Please check all that apply) 10. How many times per week does your family eat dinner together
in the Design Management program at the Savannah College of Art and at a restaurant?
Design. I understand that this survey is being conducted by Jason Mills in Dierbergs Whole Foods
conjunction with other research activities in order to identify opportunities for Publix Produce stands Never 3 to 4
design as part of the DMGT-748 M.A. Final Project course, during the Spring Schnucks Farmers markets 0 to 1 4 or more
2016 quarter. I grant permission for the evaluation data generated from the Target Other 1 to 2 Every day
above methods to be used in an educational setting. I understand that any Trader Joe’s 2 to 3 Other
identifiable information in regards to my name and/or company name will be
removed from any material that is made available to those not directly involved 6. What is your family’s weekly grocery budget? 11. Do you talk about family nutrition at home? (Please explain.)
in this study. By completing the survey, I am agreeing to participate in the
research. Confidentiality will be maintained to the degree permitted by the $50 - $100 $201 - $300 12. What role does nutrition play in your lifestyle? (Please explain.)
technology used. My participation in this online survey involves risks similar to $101 - $150 $301 or more
a person’s everyday use of the Internet. $151 - $200 Other 13. How educated is your family about proper nutrition?
Yes, I agree. 7. Who in the household is involved in the meal planning 14. What does a typical weekly meal plan look like for your family?
No, I do not agree. and preparation process?
15. What time of day does your family typically sit down for dinner?
2. How many children do you have? 8. How do you educate yourself about nutrition and health?
16. How many days per week do your children bring their
1 World Wide Web lunch to school?
2 Nutrition/health magazines
3 Nutrition/health books 17. Have you or others in your household participated in a nutrition
4 or more I don’t educate myself on nutrition and health program, such as a workshop, cooking class, personal wellness plan
Other or school-organized program?
3. How old are your children? (short answer)
9. How many times per week does your family eat dinner together at 18. If you have participated in a nutrition program before, what did you
4. What is your approximate annual household income? home? gain from the experience?
$0 - $25,000 $100,001 - $150,000 Never 3 to 4

$25,001 - $50,000 $150,001 - $200,000 0 to 1 4 or more
$50,001 - $75,000 $200,000 and above 1 to 2 Every day
$75,001 - $100,000 2 to 3 Other
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APPENDIX C: RESEARCH PROTOCOLS> ONLINE SURVEY QUESTIONS (DESIGN MANAGERS)
1. I voluntarily agree to participate in this survey performed by students 6. How do you educate yourself about nutrition and health?
in the Design Management program at the Savannah College of Art and
Design. I understand that this survey is being conducted by Jason Mills in World Wide Web
conjunction with other research activities in order to identify opportunities for Nutrition/health magazines
design as part of the DMGT-748 M.A. Final Project course, during the Spring Nutrition/health books
2016 quarter. I grant permission for the evaluation data generated from the I don’t educate myself on nutrition and health
above methods to be used in an educational setting. I understand that any Other
identifiable information in regards to my name and/or company name will be
removed from any material that is made available to those not directly involved 7. How do you think design thinking could be used to positively
in this study. By completing the survey, I am agreeing to participate in the influence nutrition education opportunities for parents?
research. Confidentiality will be maintained to the degree permitted by the (Please explain.)
technology used. My participation in this online survey involves risks similar to
a person’s everyday use of the Internet. 8. Would you be willing to participate in a facilitation session with
parents to learn how design thinking could potentially impact family
Yes, I agree. nutrition and healthy eating habits?
No, I do not agree.
Yes
2. How do you define design thinking? No
Other
3. How do you define design management?
9. As a design manager, how would you define positive change?
4. How long have you worked in the design field?
10. Describe an instance where you have experienced positive change as
1-5 years a result of your work.
5-10 years
10-15 years 11. Would you be willing to participate in a facilitation session with
15 years or more parents to learn how design thinking could potentially impact family
Other nutrition and healthy eating habits?
5. What role does nutrition play in your lifestyle? (Please explain.) Yes
No
Other
128
APPENDIX C: RESEARCH PROTOCOLS> ONLINE SURVEY QUESTIONS (EDUCATORS)
1. I voluntarily agree to participate in this survey performed by students 6. Who do you believe needs to be involved in nutrition education?
Design. I understand that this survey is being conducted by Jason Mills in
conjunction with other research activities in order to identify opportunities for 7. Does your school offer nutrition education programs for students and/
design as part of the DMGT-748 M.A. Final Project course, during the Spring or parents? If so, what are they?
2016 quarter. I grant permission for the evaluation data generated from the
above methods to be used in an educational setting. I understand that any
identifiable information in regards to my name and/or company name will be 8. What do you observe about students’ nutrition habits?
removed from any material that is made available to those not directly involved
in this study. By completing the survey, I am agreeing to participate in the
research. Confidentiality will be maintained to the degree permitted by the 9. How do you think nutrition impacts students’ behavior?
technology used. My participation in this online survey involves risks similar to (Please explain.)
a person’s everyday use of the Internet.
Yes, I agree. 10. What role does nutrition play in your lifestyle?
No, I do not agree.
2. What subject and grade do you teach?
3. Do you feel that design plays a role in nutrition education? If so, why?
If not, why not?
4. How do you talk to your students about nutrition? What do your

students say about nutrition?
5. What do you think might prevent students from getting the proper
nutrition education?
129
APPENDIX C: RESEARCH PROTOCOLS> CONCEPT TESTING FEEDBACK FORMS
CONCEPT EVALUATION FORM CONCEPT EVALUATION FORM CONCEPT EVALUATION FORM

I LIKE: I LIKE: I LIKE:
I DON’T LIKE: I DON’T LIKE: I DON’T LIKE:
FARM-FRESH FOOD TRUCK EXPERT-LED GROCERY TOURS EXPERIENTIAL APP + TOOLKIT

The majority of food trucks are centered around flavorful, cultural food offerings. The Farmd I MIGHT SUGGEST: Exisiting grocery stores have the potential to improve the education experience for their I MIGHT SUGGEST: A mobile app positioned as a digital hub for nutrition education that allows pairing of physical I MIGHT SUGGEST:
(working title) experience brings the farm to parents, complete with fresh produce, customers by dedicating nutrition experts to grocery shopping tours that can be taken as experiences (games, shopping lists, lunch building) for a family nutrition framework that is
locally-sourced prepared meals, fresh herbs, and expert advice. walk-ins or appointments. fully integrated into the busiest of lifestyles.
Additional features: Additional features: Additional features:

• The Farmd to School program is an after-school program that offers tasty, healthy snacks and • Family tours can be customized to include games and activities that keeps • Physical components can be used independently of the mobile app.
an opportunity for students and their parents to learn about nutrition hands-on. education fun for everyone.
• Games, activities and experiences are scalable to the amount of time available.
• Miniature meal preparation workshops and nutrition advice are also • Tour length is also customizable depending on shopping preference or availability.
offered on the truck. • All components can be purchased separately.
PLEASE RATE THIS IDEA! PLEASE RATE THIS IDEA! PLEASE RATE THIS IDEA!
Designing For Wellness Designing For Wellness Designing For Wellness

DMGT-748-OL | M.A. FINAL PROJECT | SPRING 2016 DMGT-748-OL | M.A. FINAL PROJECT | SPRING 2016 DMGT-748-OL | M.A. FINAL PROJECT | SPRING 2016
Figure 217. Concept evaluation form, food truck. Author’s image. Figure 218. Concept evaluation form, grocery tour. Author’s image. Figure 219. Concept evaluation form, app and toolkit. Author’s image.
CONCEPT EVALUATION FORM CONCEPT EVALUATION FORM

I LIKE: I LIKE:
I DON’T LIKE: I DON’T LIKE:
FOOD DOJO FACILITATED DESIGN + NUTRITION WORKSHOP

This location-based nutrition club is designed to withstand the fast-paced lifestyles of I MIGHT SUGGEST: For parents who have no flexibility in their schedules, these nutrition workshops leverage the I MIGHT SUGGEST:
busy families. Subscription-based education services and healthy eating activities are offered office environment as an ideal opportunity space for design-centered nutrition facilitation
in flexible time increments and available for all members of the family. workshops. By co-creating with other working parents in an experimental, collaborative
atmosphere, participants inherit techniques that can be immediately put to use at home,
Additional features: school, or work.
• Workshops and expert nutrition advice
• Fun, healthy, food-centered activities for kids Additional features:
• Cooking classes and meal preparation tips • Every participant receives a nutrition toolkit that they can use to spread the wealth of health
• Prepared meals on-the-go in their own families with fun food-based games and activities that can be used every day.
• A mobile facilitation crew allows flexible scheduling for busy parents.

PLEASE RATE THIS IDEA! PLEASE RATE THIS IDEA!
Designing For Wellness Designing For Wellness

Figure 220. Concept evaluation form, food dojo. Author’s image. Figure 221. Concept evaluation form, facilitated workshop. Author’s image.
130
APPENDIX C: RESEARCH PROTOCOLS> CONCEPT TESTING FEEDBACK FORMS (COMPLETED)
Figure 222. Completed concept evaluation form #1. Author’s image. Figure 223. Completed concept evaluation form #2. Author’s image. Figure 224. Completed concept evaluation form #3. Author’s image.
Figure 225. Completed concept evaluation form #4. Author’s image. Figure 226. Completed concept evaluation form #5. Author’s image.
131
132
133
134
135
APPENDIX C: RESEARCH PROTOCOLS> PROTOTYPE EVALUATION FORMS
Figure 247. Prototype evaluation form #1. Author’s image. Figure 248. Prototype evaluation form #2. Author’s image. Figure 249. Prototype evaluation form #3. Author’s image. Figure 250. Prototype evaluation form #4. Author’s image.
136
APPENDIX D: WORKING WALL IN-PROGRESS
WEEK 1
Figure 251. Working wall progress, week one. Author’s image. Figure 252. Working wall progress, week one. Author’s image.
137
WEEK 2
Figure 253. Working wall progress, week two. Author’s image. Figure 254. Working wall progress, week two. Author’s image.
138
WEEK 3
Figure 255. Working wall progress, week three. Author’s image. Figure 256. Working wall progress, week three. Author’s image. Figure 257. Working wall progress, week three. Author’s image.
139
WEEK 4
Figure 260. Working wall progress, week four. Author’s image.
Figure 258. Working wall progress, week four. Author’s image. Figure 259. Working wall progress, week four. Author’s image.
140
WEEKS 5/6
Figure 261. Working wall progress, week five. Author’s image. Figure 262. Working wall progress, week six. Author’s image.
141
WEEKS 6/7
Figure 265. Prototype model progress, week seven. Author’s image.
Figure 263. Working wall progress, week six (continued). Author’s image. Figure 264. Working wall progress, week seven. Author’s image.
142
WEEK 8
Figure 267. Working wall progress, week eight (continued). Author’s image.
Figure 266. Working wall progress, week eight. Author’s image. Figure 268. Working wall progress, week eight (continued). Author’s image.
143
WEEK 9
Figure 269. Working wall progress, week nine. Author’s image. Figure 270. Working wall progress, week nine (continued). Author’s image.
144
APPENDIX E: RESEARCH DOCUMENTATION > MEAL CONTENT SURVEYS
Figure 271. Meal content survey #1. Author’s image. Figure 272. Meal content survey #2. Author’s image. Figure 273. Meal content survey #3. Author’s image.
145
146
Figure 283. Meal content survey #13a. Author’s image. Figure 284. Meal content survey #13b. Author’s image.
147
APPENDIX E: RESEARCH DOCUMENTATION > ONLINE SURVEY RESULTS (PARENTS)
1. I voluntarily agree to participate in this survey performed by students 3. How old are your children? (30 responses) 5. Where do you shop to plan for meals? (29 responses)
Design. I understand that this survey is being conducted by Jason Mills in 2 yrs 4 yrs 5 yrs Dierbergs
conjunction with other research activities in order to identify opportunities for 2 yrs 8 yrs 5 and 3 yrs Publix
Schnucks
design as part of the DMGT-748 M.A. Final Project course, during the Spring 2 yrs 2, 3, 8 yrs 22 and 5 mo Target
Trader Joe’s
2016 quarter. I grant permission for the evaluation data generated from the 7 mo, 3 and 7yrs 5 1/2 yrs 7 and 11 yrs Whole Foods
above methods to be used in an educational setting. I understand that any 4, 2, and 2 yrs 11 yrs Produce Stands
Farmers Markets
identifiable information in regards to my name and/or company name will be 3 yrs 2 and 4 yrs Other
removed from any material that is made available to those not directly involved 3 and 6 yrs 2, 7, 8 yrs
in this study. By completing the survey, I am agreeing to participate in the 7 and 3 yrs 2, 7,8 yrs Figure 287. Parent survey, question #5. Author’s image.
research. Confidentiality will be maintained to the degree permitted by the 9, 12, 13,16 yrs 9, 6, 1.5 yrs
technology used. My participation in this online survey involves risks similar to 7, 4, 1 yrs 8 mo, 9 yrs 6. What is your family’s weekly grocery budget? (30 responses)
a person’s everyday use of the Internet. 5 and 6 yrs 14, 7, 4, 3 yrs
10 and 7 yrs 4 and 6 yrs
Yes, I agree. (30 responses) 5 and 7 yrs 13, 10, 8, 6, 4 yrs 11.5% $50 - $100
No, I do not agree. $101 - $150
4. What is your approximate annual household income? (30 responses) 11.5% $151 - $200
2. How many children do you have? (30 responses) $201 - $250
46.2%
$300 or more
30.8% $100,001 - $150,000
Other
$50,001 - $75,000 26.9%
22.6%
$150,001 - $200,000
1 $75,001 - $100,000
9.7% 2 26.9% 7.7% $25,001 - $50,000
35.5% 3
Figure 288. Parent survey, question #6. Author’s image.
$200,000 and above
4 or more 23.1%
32.3%
148
7. Who in the household is involved in the meal planning and 9. How many times per week does your family eat dinner together at • Yes, when talking to the kids about why they can’t have too many sugary items or
preparation process? (30 responses) home? (30 responses) when we feel like we need a change in our diet.
• Rarely
Myself Mom/wife • Yes - we encourage healthy snacks, that dessert isn’t a reward or a given, and the
importance of family mealtimes (even though we haven’t managed to get it
Myself Planning - both, prep-me the mom
together on this front).
Myself Both parents • Yes. I encourage my kids to eat healthy. Minimal fast foods. Having fruits for
Me the mom Wife dessert instead of cookies or junk. I do my best explaining to a 5 and 6 year old that
Husband and wife Me junk food is not healthy. Bad for your teeth etc.
Mom and Dad, small tasks for kids Dad is primary and mom. • No
Husband Me • Yes, we talk about having sometimes food (junk) and grow food (healthy stuff) that
Mother Me, the Mom/Wife helps you grow strong
Figure 290. Parent survey, question #9. Google Forms.
Mom and dad My husband and I • Yes. Encourage fruits & veggies.
• Yes try to explain the problems with sugar
Everyone: mom, dad, 4 boys Myself 10. How many times per week does your family eat dinner together at a
• Yes, we talk about eating a lot of colors of the rainbow, minimizing sugar intake.
Nanny, Parents Myself/ mom restaurant? (30 responses) • Yes I try to educate my husband about nutrition but he never listens. I talk to my
husband and myself Dad son all the time about healthy and unhealthy foods.
Mostly me Husband and wife • We discuss balanced meals--food from all of the food groups, the need for milk, the
Me and my wife Husband & wife...sometimes kids need for protein. Adults discuss reducing red meat, salt, processed foods
Mom, Dad and oldest child • Nope
Husband and mother in law • Yes - healthy snacks vs treats
• We talk about making healthy choices and sugar intake vs fruits and vegetables
8. How do you educate yourself about nutrition and health? • Yes, we do with our daughters. We talk about a well-balanced meal, especially as
they pack their lunches.
(30 responses)
• Yes. We usually encourage each of the kids to eat their protein first, then their fruit
or vegetables, then their carbs.
• Yes, we discuss the importance of eating a well balanced meal (including fruits and
11. Do you talk about family nutrition at home? Please explain. veggies) and limiting the amount of sweets we eat.
(30 responses) • No, my daughter is too young to understand.
• Yes, we explain to the children that we need more fruits and vegetables in our diet
• Yes and we do not need a lot of salt.
• Yes • I discuss the importance of eating healthy meals: fruits, veggies, protein.
• Yes • Yes, kids have to eat fruit and veggies at each meal
• We talk about what to eat during certain times of the day to maximize energy or to • We talk about what we are eating
keep cholesterol down. • Yes, eat a balanced meal
• We talk about how food is good for your body, mainly this happens when we pick
food from our garden to eat.
• We talk about different ways to make healthy meals.
• Yes. Try to teach kids what healthy food is and why we eat it/how it fuels the body
vs junk and what it does.
149
12. What role does nutrition play in your lifestyle? Please explain. feel like after I eat something, before I actually eat it. This mindset helps me stay sandwiches and tomato soup with spinach salad, salmon with rice & a veggie
(29 responses) away from junk food on most occasions. I am pretty active and I generally exercise f • Fast, but healthy. As little “fast food” as possible
five times a week, so I feel like I can eat the way I want and be happy with myself. • Portion of meat
• Big - I am conscious of what goes in our bodies • Try to get variety • Don’t understand. Are you asking what do we normally eat in a week? Email me and I
• A big one for 75% of our eating habits. We are battling weak cases of high • We try to eat better to instill good eating habits in our children and for our personal will answer this.
cholesterol and diabetes through diet control. health • We all eat different meals because my husband and son are extremely picky. It is
• We try to eat healthy. • Feels good! never the same week to week.
• We plan healthy meals and snacks • Some variation of:
• I exercise on a daily basis and try to cook healthy well rounded meals daily 13. How educated is your family about proper nutrition? (30 responses) grilled burgers, fries, veggies/salad
for the family. grilled chicken, rice or noodles, veggies/salad
• It’s not an obsession. It gets some mindfulness. grilled fish, rice, veggies/salad
• We try to eat healthily, limit fast food, and exercise, but it’s all tricky given busy spaghetti w/meat sauce, salad
schedules. grilled pork, mashed potatoes, veggies/salad
• Very strong. Primary. I want my kids to be healthy and happy. burritos (beef or chicken) w/ rice and beans
• Very little leftovers
• I try to eat well and serve good meals to my children • on our calendar we write out meals for week on Saturday then go shopping for ALL
• Fairly important. groceries
• It plays a big role in decision making on what to eat and when to eat • Simple breakfasts, balanced lunches, variety at dinner
• It’s something I have to remind myself of often. Having multiple kids a busy life • Lots of grilled meats, salads some pasta and processed, but mostly meats and sides.
we really have to think ahead or the unhealthy choices are the easiest. Nutrition is Figure 292. Parent survey, question #13. Google Forms. • Pretty basic - a protein, a carb and a green. So something like grilled chicken, sweet
interlaced in all my decisions for my kids but me....sometimes I just don’t have the potato wedges and a salad or grilled broccoli.
time or energy. • I plan dinners, varying in flavor, regional and cultural cuisines. Lunches and
14. What does a typical weekly meal plan look like for your family? breakfasts stay pretty simple, with a main (usually protein), fruit, and veggies.
• It’s important to me for my health and quality of life. It’s also important for my
(26 responses) • We usually eat chicken and veggies, pasta, or pizza. Those are favorites in our family.
profession as a dental hygienist.
• Small--we don’t get overly concerned. we just try to make reasonable choices • A lot of batch cooking, and following an autoimmune paleo diet
• Veggies, turkey burger, pork and red meat • Some type of baked meat, vegetables without salt, side of noodles with light sauce
without excess.
• Baked or grilled Fish, vegetables, water and wine • Breakfast: Dad-Protein shake with peanut butter and bananas. Son-Cereal or
• Usually a lot but I’m pregnant so some things have gone out the window bc I do
• A protein, 2 vegetables, a grain, maybe a fruit cinnamon toast. Eggs, bacon, pancakes on the weekend. Lunch: Dad-Oatmeal with
not want them at all
• Protein, grain, veggie, and fruit at every lunch and dinner. Breakfast is different raisins, craisins, and fruit. Son-Sandwich, chips, fruit snacks, cookies, fruit. Dinner:
• None
for each family member. Either homemade pasta, steak, chicken, salmon, cod, or other meats with rice
• It doesn’t drive my every decision
• We make the menu out for the whole week during the weekend then go shopping and veggies. Snacks: Yogurt, fruit snacks, peanuts, cashews, almonds, granolas bars,
• I’m constantly trying to balance it
based upon what we need for our menu. fruit, pretzels. Dessert: Popcorn, ice cream, cookies.
• It’s pretty important, but not to the point of obsession - we still eat some junk food
• Improvised recipes built around availability, cravings, garden production, whims • Dinner cooked every other day, leftovers between
every once in a while.
• Hmmm...no typical meal plan for the parents, but the kids typically have a whole • I plan 3-4 lunches per week for the adults. I pack breakfast, lunch and snack for the
• To keep us healthy
grain, vegetable, and protein with every meal and fruit in the morning and during boys (protein, cheese or yogurt, fruit or veggie and a starch for lunch). We are very c
• It’s important. I’m conscious of what I eat and make mostly good choices, and
lunch. They also probably overload on dairy (lots of cheese and crackers in the house). conscious about sugar intake.
indulge occasionally.
• Varies weekly. Depending on family schedules. Lots of chicken and fish. Fruits and • 3-4 dinners are planned per week and we eat leftovers or cook what we have.
• Although we do discuss ways to eat healthy, nutrition isn’t a big part in our lifestyle.
veggies. Avoid red meats unless it’s a spaghetti night. • 50% veg, 20%grains, 15% fish & meats, 15% random...
• Very important due to some significant health concerns.
• Hamburgers with broccoli & baby carrots, Quesadilla with black beans & rice,
• We try to eat healthy but we do not go crazy with it.
pork chops with cauliflower & spinach, macaroni & cheese with peas, grilled cheese
• I am not the most picky eater on the planet;however, I do think about what I might
150
15. What time of day does your family typically sit down for dinner? 17. Have you or others in your household participated in a nutrition requirements. And portion sizes
(10 responses) program, such as a workshop, cooking class, personal wellness plan or • While doing advocate under my trainer, my husband and I learned how to
school-organized program? (30 responses) make better and healthier meals!! It also taught me some snacks I could
eat that are healthy!!!
• You realize how much sugar and processed foods make you overeat and
crave sugar
• N/A
• I’ve taken cooking classes before and a nutrition class in college. I think
• I preferred the cooking classes and I learned some new food preparation
techniques and how to tastefully prefer some items I thought I did not
care for.
16. How many days per week do your children bring their lunch to Figure 295. Parent survey, question #17. Google Forms.
school? (25 responses)
18. If you have participated in a nutrition program before, what did you
gain from the experience? (11 responses)
• Yes, a better understanding of how food works to fuel our bodies

• Recipes
• Helped us understand that it’s not all about calories, and started looking
for things like sugar and salt content.
• Misinformation and guilt trips
• Both of my kids schools are part of the Missouri eat smart program.
• So much!!! A real understanding that different food fuel your body
differently (ex: burger for lunch, tired and slow, fish or salad for lunch, even
energy) These are things I had been told but to experience it was
something different. Also that weight loss was a math equation. X amount
of calories is 1lb weigh gained or loss (depends on person) therefore if I
want to lose 10 lbs I have to lessen my calories by 10 times x (whether
through eating less calories and or being more active). There are a lot of
other things I learned but I’m typing on my phone, which I hate so that’s
all I’ll share right now.
• Just what foods you can combine to make a complete meal that meets all
151
APPENDIX E: RESEARCH DOCUMENTATION > ONLINE SURVEY RESULTS (DESIGN MANAGERS)
1. I voluntarily agree to participate in this survey performed by students 3. How do you define design management? (8 responses) 5. What role does nutrition play in your lifestyle? Please explain.
in the Design Management program at the Savannah College of Art and (8 responses)
Design. I understand that this survey is being conducted by Jason Mills in • Leading a team or project by embracing the strengths of individuals to
conjunction with other research activities in order to identify opportunities for collectively complete innovative solutions within given constraints. • Nutrition is very important to me. In my life, my nutrition not only reflects my
design as part of the DMGT-748 M.A. Final Project course, during the Spring • Design management is a project management style that helps to keep the want to be healthy and a role model to my family but also societal impacts
2016 quarter. I grant permission for the evaluation data generated from the creative process on track with set goals, phases, time management while that come with certain nutritional choices.
above methods to be used in an educational setting. I understand that any maintaining a creative studio. • At the moment nutrition plays a key role in what I try to feed my kids. For me
identifiable information in regards to my name and/or company name will be • Design management is the merger of business acumen and design it’s a struggle to manage but important.
removed from any material that is made available to those not directly involved innovation in professional practice for social, environmental • Nutrition plays a vital role in my lifestyle. I’m a 34 year active male that
in this study. By completing the survey, I am agreeing to participate in the and economic benefit. participants in amateur sports. But most importantly I’m a father of four
research. Confidentiality will be maintained to the degree permitted by the • Leading others in proper choices in design thinking children and my eating and hydration habits are adopted by them.
technology used. My participation in this online survey involves risks similar to • Using design thinking to guide a process • Weight control
a person’s everyday use of the Internet. • The strategic implementation of change and risk taking through design • Significant. I evaluate my choices knowing I can do better but try at times to
thinking and multidisciplinary collaboration. exercise moderation and make healthy choices
Yes, I agree. (8 responses) • Applying human-centerd design to business and project management • Moderate role. I try not to eat too excessively. Try to eat balanced. Slightly pay
No, I do not agree. Being able to supervise a project through each stage of development to attention to my macronutrient count.
ensure the best possible results. • Eating balanced, home-cooked meals
2. How do you define design thinking? (8 responses) • Nutrition is important to keep me energized every day. Since my wife has
4. How long have you worked in the design field? (8 responses) • Nutrient deficiency it is something we constantly have to keep in mind.
• Taking a holistic view on a specific topic and getting to the root of a problem
to find an unknown solution 6. How do you educate yourself about nutrition and health? (8 responses)
• To solve a problem with critical, research based but creative solutions.
• Design thinking is a strategic method of innovation.
• Imagining how to shape things and the environment in a way that
benefits users
• Considering all opportunities constraints to allow for a well thought
end product
• Thinking that utilizes consciousness, social awareness, strategy and/or
purpose with the intent to problem solve.
• “Design thinking” is a term for human-centered design, a collaborative, Figure 296. Design manager survey, question #4. Google Forms. Figure 297. Design manager survey, question #6. Google Forms.
creative problem-solving methodology that separates divergent and
convergent thinking, embraces ambiguity, and draws its primary inspiration
from empathy for the end user.
• Holistic problem solving with aesthetics, ergonomics, functionality, budget,
manufacturing, and the end user in mind.
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APPENDIX E: RESEARCH DOCUMENTATION > ONLINE SURVEY RESULTS (DESIGN MANAGERS)
7. What role does nutrition play in your lifestyle? Please explain. • Well-placed info graphic educational data; inserted data into their lives at the 10. Describe an instance where you have experienced positive change as
(8 responses) point of decision for food purchase; finding a way to make good food “cool” a result of your work.(8 responses)
• It could bring to light all the information available to make decisions and the
• Nutrition is very important to me. In my life, my nutrition not only reflects my end result more easily evident • Again, I think as design manager, there is a way to make all changes positive.
want to be healthy and a role model to my family but also societal impacts • I can track my food with myfitnesspal or my macros+, which I do sometimes. • The larger the group with the optimistic mind set, the more positive
that come with certain nutritional choices. • Ethnographic inquiry to identify parents’ needs and their own best practices the change.
• At the moment nutrition plays a key role in what I try to feed my kids. For me that could benefit a wider audience • Created a vehicle for restaurant employees to have their checks put onto
it’s a struggle to manage, but important. • Better packaging, product displays, and even store layout would help. a spending debit-style card, which would first start to help people without
• Nutrition plays a vital role in my lifestyle. I’m a 34 year active male that • Show people whats in your product and be honest about it. Being involved bank accounts learn how to manage a pre-loaded card moving them into the
participates in amateur sports. But most importantly, I’m a father of four in the beverage industry I see companies making false claims and creating direction of banking. When started less than 20% of all restaurant works had
children and my eating and hydration habits are adopted by them. sensationalized products all the time. It can sometimes be hard for people to savings accounts and less than 40% percent had bank accounts. We found
• Weight control know if what they are seeing is the truth. that this helped to give access to their money faster, it eliminated the high
• Significant. I evaluate my choices knowing I can do better but try at times to fees the user would get when going to a check cashing place. I never have
exercise moderation and make healthy choices 9. As a design manager, how would you define positive change? seen the hard data but have heard that it was a success by the clients.
• Moderate role. I try not to eat too excessively. Try to eat balanced. Slightly pay (8 responses) • Three quarters ago I facilitated two sessions in which non-designers
attention to my macronutrient count. redesigned an elementary school carpool system. The results of the
• Eating balanced, home-cooked meals • Change is simply a replacement of something. As long as the mood of the facilitation sessions were implemented and a more productive carpool
• Nutrition is important to keep me energized every day. Since my wife has change reflects a productive mood, it is positive. system that saves students and parents time and hassle currently exists.
nutrient deficiency, it is something we constantly have to keep in mind. • I think positive change would be the affect of a pattern of successful use of • Influencing theme park and zoo guest behavior/attitude by helping to make
the solution. the understanding of animal welfare a thing people actually want
8. How do you think design thinking could be used to positively • Great question! Understanding + action + synthesis + application= results. • Advising and talking through a communication problem with a coworker
influence nutrition education opportunities for parents? Please explain. • Positive change is productive transformation. resulted in better teamwork
(8 responses) • Obvious, noticeable attitudinal shift in (in this case) nutritional positive • When I track my food with an app I either maintained weight and/or lost
consumption, traceable to changes in the environment weight I had intended to lose.
• Beyond interesting infographs, design thinking could bring interesting • Using available information in a strategic way to see results • Educating St. Louis residents about the realities of racial inequity
techniques to educate parents and children on the values of nutrition. • Change that leads to progression or advancement in a particular field/ in our region
• I think that creating positive, easy to read and appealing packaging and subject/area. Usually this change should make something “easier” • At my current job I have experienced positive change by revamping our
graphics helps. Kids are smarter than media usually portrays so anything or more efficient. design process to make our team more efficient with better outputs. In that
playing down or dumbing down the message will get lost. Subtle • Arriving at a future state that creates more social good than the current state respect we have made positive change for our customers and the
integration into TV, YouTube and more would also help. I’ve found that my • As a designer we are always trying to make products that enhance lives in company as a whole.
7-year-old responds well to seeing ingredients that are not usually in normal some way. Whether you are designing a new product for the consumer or just
diet he is afraid of but when he watches shows such as Master Chef Junior improving the method in which you are manufacturing. In both cases you 11. Would you be willing to participate in a facilitation session with
and Bizarre Food, he is open to the idea. are helping with positive change. parents to learn how design thinking could potentially impact family
• I would assume that most adults have annual doctor check ups— a nutrition nutrition and healthy eating habits?
education program can be paired with their annual check ups.
No (2 responses)
Yes (6 responses)
153
APPENDIX E: RESEARCH DOCUMENTATION > ONLINE SURVEY RESULTS (EDUCATORS)
1. I voluntarily agree to participate in this survey performed by students 4. How do you talk to your students about nutrition? What do your 7. Does your school offer nutrition education programs for students and/
in the Design Management program at the Savannah College of Art and students say about nutrition? (3 responses) or parents? If so, what are they? (3 responses)
Design. I understand that this survey is being conducted by Jason Mills in
conjunction with other research activities in order to identify opportunities for • We generally have discussions about the snacks they bring in my room, or • They discuss it in consumer science classes
design as part of the DMGT-748 M.A. Final Project course, during the Spring the changes in the lunch programs. I try to emphasis healthy choices and that • I believe so, but I don’t know the details.
2016 quarter. I grant permission for the evaluation data generated from the an occasional snack isn’t bad, but they should not be the standard. • Yes- cooking class/club for students. Nothing for parents yet.
above methods to be used in an educational setting. I understand that any • I am all about sharing the wealth of knowledge, especially if I made a healthy
identifiable information in regards to my name and/or company name will be plate of eggplant parmesan for dinner. Several students want to become 8. What do you observe about students’ nutrition habits? (3 responses)
removed from any material that is made available to those not directly involved chefs, so we discuss the ins and outs of making the meal, plus, the
in this study. By completing the survey, I am agreeing to participate in the nutritional benefits. • They eat way too much junk food and soda.
research. Confidentiality will be maintained to the degree permitted by the • I do not directly talk to my students about nutrition. I do answer questions if • They’ll eat what is accessible and what they like, even if it’s not the best thing
technology used. My participation in this online survey involves risks similar to my students ask me about a food they see me eating, using the knowledge i for them. Some athletes are chowing down on fast food meals hours before a
a person’s everyday use of the Internet. have. They typically respond with an “Ok.” Or “That sounds weird.” game; I wonder if they regret that decision later.
• They eat a lot of junk food (hot chips, sodas, etc.) and do not respond well to
Yes, I agree. (3 responses) 5. What do you think might prevent students from getting the proper being asked to eat vegetables.
No, I do not agree. nutrition education? (2 responses)
9. How do you think nutrition impacts students’ behavior?
2. What subject and grade do you teach? (3 responses) • Mixed, inconsistent messages and advertisement. Please explain. (3 responses)
• Expenses needed for getting the food. It’s often too easy to just get the
• Government and US History closest and cheapest item of food, especially after parents have been working • Poor focus, obesity, poor self image, slowed metabislisms
• English for 11th and 12 graders all day. It takes some planning to eat healthy. • Absolutely affects their behavior, attention span, moods, and interest in
• 6 ELA • Initiative from the home environment. becoming active in the classroom. Too many students admit they won’t eat
the school lunch.
3. Do you feel that design plays a role in nutrition education? 6. Who do you believe needs to be involved in nutrition education? • Yes. If students neglect to eat breakfast, concentration for the day will be
If so, why? If not, why not? (3 responses) (3 responses) shot. Likewise if students eat nothing but sugary foods, they will not be able
to focus. In the long run, lack of proper nutrition may affect a students
• Yes, it needs to be incorporated into many different areas to make a • Moderation in all things cognitive development.
consistent message • Parents and kids
• Sure. We read various articles all the time about up and coming diets, • Parents, teachers, and principals of the building. Needs vary by
food fads, etc. region and demographic.
• Yes, because to be able to create what a group/person needs to become
educated on health, someone must design the program/app.
154
APPENDIX E: RESEARCH DOCUMENTATION > MEAL CONTENT SURVEY RESULTS
What time do you usually eat dinner? How do you decide what’s for dinner each night? What is an example of a typical meal?
• 7:30 pm • Depends how quick we need to eat. But basically whatever
• Between 6:30 and 7:30 sounds good.
• Children at 5:30, parents at 8:00 • Usually pick from items purchased @ beginning of week &
• Penny: 6:30, Tony/Nicole: 8:30 cobble together a meal.
• Around 6:00 PM • Wife plans meals every week
• 6:00 PM • Nicole (wife)
• 6:30-7:30 PM • Usually right before we make it, we ask each other. Sometimes we
• Usually 6:30-ish plan a couple days in advance. Potato
[Strawberries, avocado] [Rice, pasta, potatoes]
• 6:30 PM • Mom- with input from Dad H20 (2)
[Oranges, apples, strawberries, Pasta & meat sauce
Water (7)
• 6:30-7:00 PM • What’s in the fridge Water with Vitamin C peaches, pears] Butter bread (2)
Mac & cheese (2)
• When I get home from work. between 545p to 615p • If any requests, or by what we haven’t had recently Milk (6)
Rice (2)
Skim Milk (3)
• 6:00-6:30 • Whatever is in the freezer/thawed Wine
[Potato, noodle, rice]
Pasta with red sauce
• Convenience is usually the key factor Soda
Sweet potato with butter
Who usually cooks dinner for the family? • 90% of the time it is planned before hand - meaning based on Optional carbohydrate
[Bread, rice, pasta]
the trip to buy groceries; every 2 weeks - Angela plans but asks White bread
• My husband and I take turns everyone for input FRUITS
Pasta
Potatoes of all kinds
• Either my wife or I, 50/50 • Mom figures out what nights we’re able to eat at the house BEVERAGE Starch
• Wife and then shops accordingly for the week. VEGETABLES
GRAINS
Vegetables (2)
• Nicole (wife) [Broccoli, asparagus, carrots]
PROTEIN
• Alisa (70& of the time), the other person cleans up Where does the family eat? [Tomato, cucumber, carrots]
[Broccoli, peas, green beans] Meat (2)
• Mom (wife) Ice cream (4)
Sauteed greens (kale, mustard, collard) [Baked or grilled chicken, pan-fried or
Home-made cookies/cake
• Carol (mom) • Dining room Cookie Broccoli usually baked fish]
Peas
• 60-70% me (mom), 30-40% dad • Dining room 1 scoop ice cream
Veggie
Chicken breast
[Chicken, beef, red beans]
Chocolate
• Mom or dad • Dining room Candy or something sweet [Carrots, broccoli] Chicken (2)
[Corn, green beans, or carrots,
• Mom or dad • Living room (Tony/Nicole), Table in the dining room (Penny) Processed sugar (cookies)
usually canned
Protein
Chicken dish of some sort
Cheesecake
• Angela; although i am good for at least one meal per month • Eat-in kitchen table Fresh fruit [Chicken, beef, or fish]
• Mom • Dining room table Fruit [Chicken, beef, or pork]
Fruit with Cool Whip
• 85% in the dining, 15% living room Rarely (2)
• Weekdays, usually kitchen, weekends, dining room None (2)
• Kitchen table
• Dining room DESSERT
• Either the kitchen or dining room table; special occasions (reward to MAIN MEAL
kids) in the living room on
the floor (picnic style) with a TV Show or Movie
• Dining room
Figure 298. Meal content survey (typical meal summary). Author’s image. 155
APPENDIX E: RESEARCH DOCUMENTATION > SHADOWING OBSERVATION NOTES
Figure 299. Shadowing observation notes, session three. Author’s image. Figure 300. Shadowing observation notes, session four. Author’s image.
156
APPENDIX F: TRANSCRIPTIONS > BRENNA MILLS (EDUCATOR)
Do you feel that design plays a role in nutrition education? day. And so many grams of carbs a day. And I don’t really know if that’s because of the way the school systems as Does your school offer nutrition education programs for students and/or parents?
a whole are set up, or if that’s just because my demographic is completely African American, and there is a large
You mean, like, does… [Do you want to do this at another time?] No, like what do you mean? Explain, like, design problem within that ethnic group of obesity and diabetes, and therefore they’re trying to address these specific Other than the cooking classes and the cooking club for students, no, that’s all that I’m aware of. And for parents,
and nutrition education. Do I feel that the way nutrition education is developed and created is influenced by the things with things that are generally, contribute to those conditions, like they’re trying to say, “Hey, diabetes is a nothing that I am aware of. [So, do you think this would be a helpful addition to school activity offerings?] I
design world? Like, there’s a design process to creating a nutritional curriculum or plan to educate students by? problem, so you shouldn’t have more than this amount of sugar per day or you might have an issue.” So..that’s definitely think it would be helpful to the parents to be educated on what their kids need at this time in their life,
[Yeah, so like in the ecosystem of nutrition education, is design included in that ecosystem?] It should be but I about as much as they’re getting there. I also think, like, probably a lot of the parents have no idea. Because I especially now that they’re hitting puberty. And a lot of things are changing. This is a really big part in their lives
don’t think that it always is. [Why?] I feel like some methods of food education and nutrition education are just think if the parents had an idea they wouldn’t be buying all the bags of Hot Fries and candies from the Family where especially the female students, because of the hormone changes are gaining weight, and if they’re still in
very outdated. They’re very traditional and structured in the way that, I suppose that it had always been normal Dollar and QuikTrip before they drop the kids off for school in the morning. I can understand, like, a little bit, you an unhealthy eating pattern, that will put them in a position where there are more likely health issues earlier on.
for whatever certain group of people’s, it was the way that they ate, their diets, and more maybe so influenced by know, for the kids, like a snack sized bag, you know, every couple of days, but they’re coming in with what I would I definitely think the parents would benefit. And I think ultimately, presented in the right way, it would engage
tradition and not necessarily by designing what is best or what is most effective for people to be eating by. Does consider like a full-sized bag of chips. And this is almost every single day. [Interesting. They bring that for lunch?] the students. Because they love food. Kids love food. Like, all you gotta do is make food, tell the kids they’re
that make any sense? A lot of times. Like, I have one student in particular, she either has a bag of Hot Fries, or she’ll have a bag of, a gonna eat something and nine times out of ten, they’re all for it. And if you link that to “hey, you get to eat all this
Schnucks bakery bag that usually has like a donut or two in it. And she takes that to lunch with her. [Wow. OK.] yummy food but here’s the reasons you want to eat this yummy food, like here’s the reasons it’s good for you. And
Do you talk to your students about nutrition? if you can hook them on that, then you’re set.
How do you feel about the school lunch program?
Yes. [What topics do you discuss?] Basically, it’s just whatever they have at the moment that needs to be Who do you believe needs to be involved in nutrition education?
addressed. Like I have a lot of students who for lunch, if they need to go to their lockers and they say they’re I like what they’re…part of me likes what they’re trying to do, which says that every student has to take an entree,
gonna get their lunch box but they come back with a Family Dollar bag that has like Hot Fries and candy or chips a fruit, a vegetable, a milk and usually a small snack, so sometimes it can be like a brownie, it’s a small brownie. In planning it, or implementing it, or..? [Both. Who’s involved in educating?] Definitely the teachers. But as far as
in it, they’re like, “yeah this is my lunch” and I’m like “no, that’s not lunch, there’s nothing real about what you’re Or like a fruit yogurt, like kind of parfait thing, like a sweet. And it’s never usually big, but it does give those kids which teachers, I guess that would be your home economics teachers, you health, your P.E. teachers, at the middle
eating. Everything you’re eating is in a prepackaged bag.” None of it is, like, you can’t even tell what any of the like a little bit of a sweet fix, if that’s what they’re looking for. So I like that they’re trying to make the kids do school level, considering we don’t have a home economics teacher, definitely the gym teachers, would have to
ingredients were in that. You can’t even pronounce half the stuff on the ingredients list, so how can you say that that. But in my school in particular I don’t care for the fact that there are extremely limited options. There’s no have some awareness. I think it would be good for the counselors in a school to be involved in that because the
that’s healthy? So, you know, I kind of speak to them just in general about what they bring to school because choice for these students. They’ll usually have a choice between two entrees. Usually there’s only one type of fruit. counselors would be able to easily identify obviously which students have health issues because they would have
I have no idea what they eat at home. I just know what their eating habits are, like at school, and then if I eat There might be one or two types of vegetables, and one sweet. And that’s a problem with some kids because access to that medical information for those students. But they are also more likely to know, like, what is actually
something in the classroom and the students ask me what is, you know, I might give them like, what I know sometimes it’s an allergy concern for kids. They can’t eat the vegetable because maybe they can’t have onions going on in the home. Is the student receiving proper meals at home? What’s the home environment like that
about it, like they’ve been really interested in my Kombucha lately. They’re like, “Mrs. Mills, what is Kombucha?” for a digestive reason or maybe they can’t have the fruit because it has strawberries in it and they’re allergic, so may be contributing to that kid’s poor eating habits? So I think counselors should be involved. Administration to
And I kind of explain to them like, what it is and what’s in it and why I drink it, and they’re like “Oh that sometimes these kids are kind of pigeonholed into, ‘they have to take it’, they have to put it on their plate, but be able to make sure that it’s being implemented and instructed to first the high-needs students, the students
sounds terrible.” they can’t eat it, so you’re giving a kid food that they can’t eat but are being forced to take, and now we’re wasting who have little to no food choice at home. Because some of the kids literally just have to eat whatever shows up
food. Like, there is so much food, uneaten food, thrown away at the end of lunch, like it’s disgusting. The school in their fridge. Those are the kids I think that need this information first, because they have no choices, they need
Do your students talk to you about nutrition? itself does not have any choice in these matters. The district picks the food program. Not the individual school. to understand, like, this is what’s happening to you. And then I guess, I think it would be good if it was an outside
So I would be interested to see, like, what other schools offer or provide for their students. Because I can’t really company, or program that implemented this in the school, just to kind of keep public education’s bureaucratic
Not really. They talk to me about the foods that they like, but not necessarily linking any conscious idea of health say whether or not it’s the food, it’s the lunch program in public schools, it may just be the lunch program in hands off of it to allow it to be more free and more open, because public education tends to restrict everything
that it’s bringing to them. [So it’s usually initiated by you.] Yeah, we did have a conversation earlier in the school my particular school that I find has a lot of issues and a lack of choices which is kind of like discouraging to kids into a box and then dull it down. And I think in terms of nutrition education, that would be detrimental more than
year about like, being vegetarian and being vegan and what the difference was between the two, because they because, you don’t want to eat school at lunch because all you got is two choices and everything else is pretty helpful. [So it would keep it more pure if it was an independent resource?] Yes.
thought I was completely vegan and I had to explain to them, like “No, there’s a difference between vegetarian much, whatever’s there you have to take it. And that’s all you can eat.
and vegan.” And, you know, some of the kids are conscious of, like, their family members being a certain dietary Who in the school manages the nutritional content for its students?
type, like, they are like “Oh I have an aunt who’s vegetarian because she won’t eat meat at all, but she will eat [What do you think could be improved?]
cheese,” so they have, some of them, on some level, have some awareness of different dietary types but I don’t I think that’s set at the district level, I’m pretty sure that the district has decided a food provider. I don’t think it’s
know that they understand at this time what benefits those dietary choices bring to the individual. They just know, More choices. Feedback, a combination of feedback from the kids on what types of food they want to see. Maybe Sodexo, there’s another company that brings the food and the menu is set at some level by the district because all
“I have an aunt who eats all fruits and vegetables, and some cheese. I don’t know why she does that, maybe just not even particular foods, maybe the kids want more spicy foods or they want more Mexican food, or they want of the middle schools have the exact same lunch on the exact same day. So I don’t know who exactly is in charge
because she doesn’t like meat,” but they don’t understand that maybe, that’s a healthier choice for her because different styles. That would make them want to eat food at the school, and then it would be to the food provider of that but I do know that it’s somehow coordinated throughout all of the middle schools.
that helps her get, like, different vitamins and nutrients in a way that doesn’t involve meat. I don’t think they link or program to decide how to make that work with the nutritional requirements for the students. Also, and I don’t
that adults make these choices sometimes based on what we need. know how much this has to do with anything, but the price of the lunches. My school is like 92% free and reduced
lunch and many of my kids don’t pay for lunch or don’t pay the full amount. But some of the kids who do pay
What do you think might prevent students from getting the proper nutrition education? for lunch, a full lunch is over two dollars. And for what it is, when you see what’s on there, when you look at that
tray, and you’re like, I paid, I think it’s two dollars and third five cents for a lunch. [That’s like fifty dollars a month.]
Definitely the school system. There is nothing that I know of in our middle school that addresses nutrition. There Yeah. It’s pretty ridiculous. Like, what the parent is paying for, versus what the student actually gets on the tray.
is the cooking class and the cooking club after school, and that does address some type of nutrition, as far as like And then you’re assuming that the child eats everything at school which, I would say, largely, is not the case.
nutrition labels, more so on foods, like, okay when it says it has two grams of sugar, what does that mean? You
know, how much sugar should you be eating in a day? They focus a lot on sugar and they focus a lot on carbs, like,
making sure that, looking at those labels and making sure you aren’t eating more than so many grams of sugar a
157
APPENDIX F: TRANSCRIPTIONS > BRENNA MILLS (EDUCATOR)
How do you see nutrition impacting students’ behavior? about twenty-five to twenty-eight minutes for lunch. And sometimes we’ve left them down there a couple of
minutes longer, like, if I see that I still have, like four or five students with trays with food, and it looks like they’re
Well they won’t be so hyped in sugar when they come in in the morning. I can see it for students who have eating, I’ll wait another couple of minutes and give them that.
not had the opportunity or access to healthy breakfasts. Especially first thing in the morning, the kids who are
dragging, the kids who are asleep. The kids who haven’t eaten. Some level of nutritional education would help Does the school offer a cooking or home economics class?
them if it’s being implemented correctly. They would be more active in the morning. They’d be more engaged.
They would probably be in a better mood because they’ve been fed, and they’ve been fed the right things. I They have the cooking class and cooking club. There’s no home ec at the middle school level. So, to my
can also see it helping kids’ energy levels overall, making sure that they’re eating at the right times of the day, understanding, cooking class in like a basic introduction on how to make, teach the kids to make very basic
making sure that they’re eating the right things and that their energy is evenly distributed throughout the day. I meals that they can probably handle at home. So it teaches them to kind of make like, teaches them how to make
can see it helping kids’ health. Probably the number one complaint I get right next to headaches is, “my stomach grilled cheese, teaches them how to make pizza using like a pre-made crust, but sauce and cheese and how to
hurts”. And, the first question I ask is, “Did you eat breakfast?” and if they answer yes, “Well, what did you eat for bake it. Simple things that usually use a pretty good combination of boxed, pre-packaged ingredients and some
breakfast?” and most of the time it’s some crap thing, like “I had a pop-tart.” Or, “I had a bagel or br- not brownies, fresh ones. But they do that, like they’ve also done like Hamburger Helper, so you had to use the whole box but
donuts. Donuts. And I feel like, well they wouldn’t be complaining about their stomach hurting if they were then you had the meat, and you had to cook that and then combine it. Boys and girls club, which is a separate
eating what they needed to and how much they needed to, and not eating all this junk food and snacks in the entity that houses, like meets inside of our building after school, they have brought people in to demo and show
morning. their group of kids how to cook certain dishes, like I saw them make like a fruit cobbler thing one day. The kids
were there, like chopping up their own fruit and everything, and you know, putting everything together, and then
How involved do you think the parents are with ensuring proper nutrition for they gave it to the, like the supervisor or the adult in charge to actually cook it but the kids were like prepping.
their children at school? But Boys and Girls Club is a paid after-school activity which means that they would have to pay for the kid to be in
that sponsored activity. So I know it’s not a huge amount of kids that attend that. I think probably, because I think
I think they pretty much just send their kids to school and just rely on the cafeteria to be providing all the that location only services our building, and they have maybe like eighty kids for eight hundred kids that are in
nutritional, meeting all the nutritional needs of the kids. There are some kids with severe food allergies who I my building. So it’s a very small percentage that has access to that particular program. But the cooking club after
know bring their lunch every day. So the parent is doing their part to make sure that whatever their kids’ dietary school is open to any grade level. I don’t know the exact numbers of each, sixth, seventh and eighth grade that
needs are being met at home and they’re bringing their lunch every day because whatever the school’s offering she picks, but I know you can be in any grade and be in the cooking club. And the cooking class is only for seventh
or whatever the school has does not meet the needs of that particular student. But I would say out of a little over and eighth graders. [And is the class required or elective-only?] It’s an elective. [Cool. That’s all I’ve got.]
two hundred middle-schoolers, the only ones who I know need to bring their lunches from home is maybe, like
five or six of them, out of the whole sixth grade, need to bring their lunch. The rest of them bring their lunch if
they want to, bring snacks most of the time, but for the most part I think the parents just depend on the cafeteria
to say, “We’re feeding your kids a nutritional meal.”
How are parents currently informed on what is being served at lunch?
There’s a cafeteria calendar, breakfast and lunch, that gets emailed out to the parents, and also is available on the
district website and also the kids get a paper copy so the kids know what’s gonna be for breakfast and lunch on
every single day.
[Do teachers eat lunch with the students?]
We can if we want. [When you eat lunch with the students, what do you observe about their nutrition habits?]
They like to eat things that are usually carb-centric. So, like their favorite thing is chicken nuggets, mashed
potatoes, that whole, it’s like the chicken nuggets an then the mashed potatoes and gravy, and the roll and
then usually they’ll have like, peaches and maybe like corn. They will first eat the mashed potatoes and the roll,
and then they’ll pick at the chicken nuggets and everything else. Like, they love carbs. Most of the time, like I
see them throw away their trays, usually there’s like the fruit is usually left on it. They don’t usually eat the fruit.
Whether it’s fresh or whether it’s something that may have been canned or frozen. They usually leave that on
there. The other thing I’ve noticed is that when they do have the salad bar open, which is only like two days a
week there’s a full salad option, the kids who get the salad will eat like the meat and the cheese off of the top of
the salad and leave most of the lettuce in the container and then throw it away. And they eat very fast. They’re
usually done eating in like, five minutes. Five, ten minutes. And then they’re talking the rest of the time. [How
long do they have to eat?] If you get them down there on time and you pick them up on time, students have
158
APPENDIX F: TRANSCRIPTIONS > AMY SHELTON (EDUCATOR)
Do you feel that design plays a role in nutrition education? based. And then a fruit. And so, that’s what they get. And that’s their only choice besides vending machines. [Got do I think they get it? Why is it important? [Well, who do you think is involved in nutrition education?] I guess
it. Yeah I know we used to have a snack bar. And we could get like, Otis Spunkmeyer cookies and pretzels and the whole village, you know. The whole village. Because you need teachers to…it needs to be in our curriculum
Design, yes. In I guess the truest form they have to design everything, so yes it would go into all kinds of things like that.] Yes, they can’t have any, or we used to have even where you could just go get a burger, you somewhere and I think it is. I guess, if were gonna say we’re gonna be better, maybe, we even have health and
education. Because you’d have to design everything. [OK. So you feel like it’s kind of a universal…] Yeah, like I know. Now they, I think they do have like three choices, like three days a week there’s always just a nice salad wellness fairs in our district, you know and we have a community outreach where kids can go and doctors are
said if you use the true term of it, you have to design lesson plans, you have to design your menu, you have to available. But I think that’s their only choice besides that. there on different days and times where they give shots and nutritional stuff, so I think it’s not necessarily, “do we
design your area and your food and your preparation, so yes it goes into nutrition. [Gotcha.] need more of them?” but “do we need it to be more popular?” Not even, more available, more well-known. More
What do you think could be improved about the school lunch program? important to people. [And more compelling to attend.] Yeah. And we have parent university, which we do ACT
Do you talk to your students about nutrition at all? work with them and stuff so we get parents there. Yeah people need to care a little more, they need to see it as
There’s a lot of good food that’s healthy. It’s good to have more choice for sure. More choice and more ethnic food something important. [Yeah. Gotcha.]
It comes up when we do current events, we talk about it, and we also talk about Michelle Obama because I instead of just.. [All American stuff.] Yeah and it’s even just American, it’s…I don’t know. I guess it is American
teach high school kids and they don’t understand the laws and stuff around their food intake, so we talk about but it’s not very good American. I mean, you know, I mean c’mon, it’s roast beef, green beans, it’s pizza, it’s salad. [So, who in the school, do you know, manages the nutritional content for the students? Is that school-based or
that a lot. [Interesting. So what kinds of topics, pertaining to those laws do you discuss?] We have to discuss the More, you, maybe rices.. [Broaden our choice a little bit.] Yeah, yeah. We see stuff all the time about what they’re is that district-based?] Well I think there’s several different nutrition, what would fall under your umbrella as a
regulations, like we can only have certain types of food three times a year, and we talk about the actual legalities serving in other countries and it sure looks a lot better than what we’re giving them. [Oh yeah. I read an article nutritional plan. I think there’s many of them, depending on what you’re talking about. Like if you’re talking
of it, because they are actually by and large against it. They think it’s taking away from their freedoms of what they not too long ago that compared school lunches across the world and it is astounding what some of these schools about the curriculum in Family and Consumer Sciences, that would be district-based. If you’re talking about our
can and can’t have in the building. And they’re not allowed to sell things for their clubs and stuff like they used to, are giving their children. It’s so much healthier.] Yes, and even in a Montessori school idea where they make their lunch program, that would be federally-based. If you’re talking about our health, that would be district. And then
because they can’t sell candy or stuff, it has to all be a certain nutrition value except for three days a year. So that’s own food and do this and that, to a certain point I agree with that, I don’t know how much of the curriculum time like our..[Gotcha. So it’s governed differently depending on what part of the program it’s in.] Yes. And then like
mainly the topic. [OK.] is taken away for that, or how old or where you stop that but if you look at the Montessori school system they, our social worker that might touch on nutrition or the lady I was talking about. I would think they fall under state
part of their day is all about nutrition and cooking and learning to prepare items so maybe we could bring that jurisdiction, so I guess all of them. All of the above, depending on what you’re talking about. [OK. Who in the…
[Do your students talk to you about nutrition, or do they talk amongst each other about it, to into our schools, you asked about an improvement. Though I know curriculum time is tough nowadays. [I just oh, sorry I already asked that question. I’ll cross that one off the list.]
your knowledge?] remembered one of my coworkers’ wives is a Montessori teacher, so I could interview her and find some more
information out about how they structure all their stuff.] Yeah. Casey, my son’s girlfriend is in Montessori, she Do you think family nutrition has an impact on students’ alertness or attentiveness in class?
Yes, they do. I would say that my students aren’t as aware of the nutrition, and the chemical additives and stuff in works with their art program. Infants, through pre-school art. [That’s awesome.] So yeah, it’s interesting.
their food as I think they could be. [Gotcha. What grade do you teach?] I teach juniors and seniors. [OK. Gotcha. Yes, yes I do. I think, by far and large across the building I wonder if you asked all high school teachers what we
What age is that, roughly?] Seventeen. Well, sixteen to eighteen. [OK.] To your knowledge, does your school offer nutrition education programs for students and/or find is lunch shift classes are our hardest classes. Discipline wise, attention wise, and first thing in the morning,
parents? you know, they eat too much sugar, and they crash, and yes. I think it’s important, because I see it all the time. [So
when you say lunch shift classes that’s before lunch?] They split. Before…yes, most people say their lunch shift
What do you think might prevent students from getting the proper nutrition education? whatever it is, the one that’s after lunch. We don’t even test after, you know we do certain things for testing, like
Well I am sure that our Family and Consumer Sciences area because they have classes. And I think one’s called
Health and Wellness or something of that nature. I’m sure they get some there. And then in their health class, me, my kids come to the class for an hour, go to lunch, come back for a half an hour. So that’s even during my
I don’t think it’s held to a high enough standard in their homes. So if their parents don’t hold it to a high standard
their regular required ninth grade health class, I know part of it’s devoted to nutrition. I don’t know how much class. And you can tell. [So when they come back is when there’s a change?] The whole time, it’s like beforehand
and they’re the ones doing most of the food preparation and buying, then that can hinder them from it. [Gotcha.
or how long, but those are the two areas where they would get it the most in our building. [And the health class they’re thinking about going to lunch and, and these are high school kids, not little kids and they’re not bad kids
Yeah so it starts at home really.] Yeah and I mean school does have classes and stuff, I don’t know, honestly I can’t
is required for everyone?] Yes, and the Family and Consumer Science is an elective, I can’t think of what area. It’s it’s just the way it is. And then when they come back they have, their food’s still digesting. So they’re hungry, and
speak to our Family and Consumer Science group, if they really, how much they have on nutrition, I just hear their
not a core elective, but it’s not a fine art, it’s a practical art. [So Family and Consumer Science, is that akin to like a then they got a whole bunch, and.. [Yeah.] Yep. We see it in the morning too. [I can imagine so. And breakfast is
projects here and there. [OK.]
home economics kind of class?] That’s the whole department’s called Family and Consumer Science, it’s a whole sort of hit and miss, too.] Yeah, some kids are eating when they get there. And some of them are not getting it.
How do you feel about the school lunch program? area. So all the different things that you would consider a home ec. Yes. Like, taking care of children, cooking,
sewing, textiles, all those things that you might consider home ec are now called Family and Consumer Sciences. How involved do you think parents are with ensuring proper nutrition for their children at
I think a lot of it goes to waste, I hate to see that. I think it’s good that students have to go with a certain nutrition [Interesting. But everything under that umbrella is elective, not required.] Well, they’re all electives, we have to school?
level and everything, but at my building there’s a lot of food that goes to waste, because they’re made to take have one full credit of practical art, so their choice is always, probably like a wood shop, metal type case, that kind
every item, even if they don’t want it or don’t like it. So I think that can be wasteful. They don’t care for the food, of thing, metalworking. Or Family and Consumer Science, one of those is practical arts. Depending on what you At my particular school, I would say not much. But I think overall from different areas and different schools I’ve
but I think that’s been going on for a hundred years in the United States, so.. [The students don’t care for the prefer. [Gotcha. So basically half of the children might be taking a cooking class or..] Yes. Yeah, but I wouldn’t seen, I think that’s a tough question. I think every person’s gonna be compared to where they are and who they
food?] No they don’t. And now with the new laws and regulations, they’re even more strict on what they get. They even say that. Because..I don’t know how many of them are taking it. I’d say about a fourth. Because they have teach. And honestly, mine are not that concerned with the nutritional value of things. [What about at home, do
get no French fries, I mean c’mon, that’s a crime in their eyes. [They don’t get French fries anymore?] No French other options over there like textiles and taking care of children and things like that where they’re not getting, you think?] At their own home? No I don’t think they are. [So from your unique perspective where you teach
fries. All whole wheat crust. And even the snack machines have, everything in there, they can’t have Gatorade or you might get some nutrition with children, you know. [Hmm. Interesting.] currently, neither.] I don’t think nutrition is held at a..yeah. [OK.]
any of those things. I’m trying to remember what they can have that’s, they used to get Vitamin D water but they
can’t get that anymore. I don’t know what they get besides water and milk honestly. There is one other product Who do you believe needs to be involved in nutrition education? How are parents currently informed on what’s being served at lunch? Do you know that?
they can get besides water and milk. [Like juice or something?] Yeah but I don’t even think it’s a juice. No, it’s
not even that good. I can’t remember what it is though. So their food choices are very limited. [Interesting.] Very Well, parents, for sure. I was gonna, I’m sorry. We have a program at our school where we take care of girls at Well you mean in general, like the lunch menu? [Mm hmm.] Well it’s online, it’s posted in the building. But
limited. [It’s changed a lot since I was in high school.] Yes, they only have plate lunches now. Like you get what our school that are pregnant. And they get a lot of nutrition help, the lady that is in charge of that is responsible mainly I would say online, they have this thing where they can go online and see grades, see whatever they want,
you get. Like I don’t know, I think even when you were in high school too, and I’m a bit older than you, we still to make sure they get nutrition, plus their children, they learn about nutrition and stuff and get into the doctor so, online. [All right. So it’s a little navigation bar on the website that they can check and..] I’m sure, yeah. Just
had a bit of choice. They either get plate lunch and they take every bit of it, and another product that’s grain- and stuff so our pregnant young ladies will get the nutrition information there. [That’s good.] You asked where parent, right, not kids? [Right.] Yeah. Parents, yep.
159
APPENDIX F: TRANSCRIPTIONS > AMY SHELTON (EDUCATOR)
Do teachers eat lunch with the students? get those. I don’t know. There’s gotta be a happy medium somewhere. [Yeah. Yeah and I’ve heard it too, about school we just go down, or we send somebody down and we tell them how many kids we have, and each kid gets
kids not eating what they’re getting at lunch, because they just don’t like the taste of it. You know, and so that’s a juice, which is either apple juice or grape juice, and they get a yogurt, and they either get like pretzels, because
In general, no. [Yeah it’s interesting because at Brenna’s school she eats lunch with her kids sometimes. Which a balance you have to strike between being healthy and between them actually eating everything because they I like it, that’s what I’ll eat. String cheese, graham crackers, the graham crackers are pretty rough, because they’re
is kind of interesting.] I mean, we have a certain group of people, like our teachers that do, like, in-school like it.] Yeah, and it has to be presentable too, like I mean these kids, you know if you wanted to hit like a certain whole wheat and…yeah, I don’t like them so much. I mean, you ever had those kind of graham crackers? [I don’t
suspension, they eat lunch with their kids. Our alternative program that’s in our program, they eat lunch with demographic, like black kids, if you wanted to hit black kids, if you would make Chinese food healthy and make think so.] They really taste like you’re eating a cardboard box. But besides that it’s really good. The string cheese
their kids. Our special needs program, they’ll eat lunch with their kids, depending on the level, you know, one of the sauce healthy and make it taste halfway decent, they’d eat it. You know what I’m saying? They like Chinese is amazing. So we do have that, after school grant. I don’t know if they give it to them in, I don’t think they give it
the groups does. So those groups do. But overall, no. food, and you can make, and there’s just certain ethnic foods that different groups of people like. And in fact, to them in detention. But all of the kids that stay after for tutoring get it. So that’s good. [That’s cool. So that food
across the board if you give any kids good Chinese…it’s just, you know. I don’t know. But it’s not any good. It’s is funded through the school grant?] Yeah somebody got a grant. I don’t know who. And you know it’s different
Do the kids get snack-time? Can they only eat during lunch, or do they have opportunities to eat institutionalized. [Mm hmm.] And they have to have choice, if they don’t have choice.. [Right.] You can make because it doesn’t come through the cafeteria, it comes through the office. So all that stuff comes through the
other times in the day? all kinds of stuff. [Yeah absolutely. You can take almost any healthy thing and make it very tasty.] I know, I know. office. [Mm hmm. And its fewer kids to feed so they can, they make different decisions about it.] Yes. But even
Because not everything has to have, but anyway. [But I guess one of the challenges is the scale, right. Think about like, I take Parent University with ACT prep and that all has to be, is all healthy. [Yeah.] Like they only thing they
Not scheduled times to eat. They don’t schedule a time to eat. They can eat, nobody stops them from eating how much of it you have to make and how, you know.] Yeah, and how quickly you have to feed that many people. give them is Cheez-its, and fruit snacks, and things like that. SO hey’re doing more baked, so thats good. [All
during passing time. There are certain classrooms that don’t allow them to eat at all and certain classrooms that [Yeah.] I mean you have to feed a lot of people very quickly, like at our school, what we have five lunches that’s right. Cool.] There you go. [Well that does it for me.] Me too. [It’s perfect. I appreciate it Amy.] No problem.
allow them to have a snack or something. Passing times, they’re allowed to eat whatever they want. [Gotcha. But twenty minutes a piece. And you have to feed about three thousand people in that time period.
just not during class?] Most teachers. [Right.] [That’s insane.] It is.
[Does the school offer…oh I think we talked about this already. The school offers a cooking or home ec class, that So, I don’t know. I have no answer. I don’t wanna work down there, I can tell you that. But like I was saying,
falls under the Family and Consumer Sciences department?] Yep. [Cool! Well that’s all I had. That was pretty easy.] that they throw a lot away. Like I don’t like apples. Three times a week they have apples as the thing. Well, they
Yeah, I just can’t say Consumer Sciences. wouldn’t let me say I won’t like an apple. [They won’t just take it off your tray, and give it to somebody else who
actually wants it.] Right, or give it to somebody who wants two apples or something. And they just won’t keep
them. Some do but. [That’s really interesting. Hmm.] But, I don’t know. Yep. How much you think lunch costs, by
[Additional discussion about school lunch program] the way, I’m just curious? [OK so, when I was in school it was like two ten or something, I wanna say? So now it’s
probably what, four or five bucks?] No, no I think it’s two eighty. [Two-eighty? OK.] Yeah I think it’s going up to
But yeah I would say that the students that I teach, they really don’t worry about it too much. [Yeah. Do you have
three dollars next year, and they don’t like that. And I don’t know where it got, but I mean, a lot of our students
anyone that manages the cafeteria, or how does that whole thing work? I’ve always been interested in that.] Yeah
get free and reduced lunch, but a lot of students think the they’re paying, that the state cut the lunch budget or
actually the lady that runs ours is pretty nice. She would know all the answers to how the government makes
something, and part of the reason theirs is getting paid is to pay for people who can’t, who get free and reduced
us order stuff and do stuff. Yeah I don’t know her name though, that’s bad but I’ll bet she’d do it for you. She’s
lunch. [Right. It’s like raising taxes.] Yeah, same thing. A lot our students don’t like it though, because they see
a pretty nice gal. You oughtta go, you ever think about going to private schools? I bet they do, since they’re not
students get free and reduced lunch and they don’t always think they need it. They spend their money other
mandated to do anything. Because every school is supposed to be a part of Michelle Obama’s rules, and really
ways. And they don’t like that so that’s coming up, that’s been coming up. You asked if we talked about food and
and truly the rules are, you gotta have all this particular stuff. And it’s pretty picky. I mean, their pizza tastes like
nutrition and that’s been coming up lately. They’re mad because their lunches are going up because they feel
crap, it’s this whole wheat. I mean, it’s terrible. I haven’t tasted anything that…what do the kids tell me they do
it’s paying for people who are getting free lunches that they feel like can afford it, and they just see the outward.
like? They like the salad all right. And it’s fine. It’s low fat dressing. You know and it’s all right. The salad’s all right.
But no, I wouldn’t eat there. I never eat there. I have not eaten there in a long time. [So you bring your lunch,
And it’s not, it is, it is bagged. But it’s cleaned really well you don’t taste anything or God only knows what’s really
or…?] Mm hmm. Yeah I do now, I don’t eat there. [Yeah Brenna doesn’t eat the school lunch very often unless
in it, you know what I’m saying? Just because it’s salad, I mean, just because it’s lettuce. But I think the only thing
she like, doesn’t have like anything in the fridge at all.] Yeah I wouldn’t even do it then, I’d bring McDonald’s or
they like are the chicken nugget things that they make, but they get no French fries, snack machine stuff. Like
something.. [Can you leave for lunch?] Yeah. Yeah we do. We only have twenty five minutes, but we still get to
Rice Krispies, whole wheat Rice Krispie treats. Then, at three o’clock they can have whatever they want. So like, if
McDonald’s and back. But we also have time, like we have an hour and a half off every day for prep, so we can go
we have any clubs or anything, we have to wait until three o’clock to give them food or pizza or anything. But at
get food then. But…no, I used to eat, they used to have these things called chicken rings and I would eat them
three o’clock, and then we get three days a year to sell unique things. Like, what we do is like, on Valentine’s Day
and I would eat their pretzels or salads, but they don’t, I don’t like their salad anymore. [Hm. Interesting.] Bagels,
they sell chocolate covered strawberries and they give each big group a day. Like he’s actually letting us give away
I’ll eat their bagels. They have good bagels. [So how’s their breakfast, as opposed to their lunch?]
suckers which is unusual. Because that’s a day, but he said if we do it at the end of May nobody’s gonna be out
looking at us at the end of May. And I said, “What if we get caught?” And he said, “It’s a five hundred dollar fine,
I would eat their breakfast over their lunch any day, see their breakfast looks good to me, like, they always…
we’ll split it.” He didn’t mean personally, he meant our school accounts. So that’s what it is, it’s a five hundred
it’s bad but they’ll have the cereal in the things, just the plain kind. Like they’ll have Raisin Bran and I like that,
dollar fine if you get caught breaking the rules.
Corn Flakes and stuff. They’ll have bagels, sometimes they’ll have omelets and they’re real eggs, they’re mixed
all together a whole bunch of them, but they’re not powdered. And, what else? I think they have french toast
[Oh OK. How long as that been in effect?] Last year and this year. I really think it’s been two years. I mean we used
stuff, but they don’t like, all their syrup’s non fat. And I would definitely eat breakfast over lunch. They have
to have these ovens that made French fries, and they were no grease or anything, and they were pretty darn good.
oatmeal. But I like breakfast. [Well, it sounds like their breakfast is pretty similar to what you get at like a hotel,
In fact, we had them just..”Jeff where did we get those from…?” Oh, the St. Patrick’s Day parade. The Cottleville
like continental breakfast, you know? Not much different really.] Yeah I don’t know if they get pancakes and stuff
police had one out, set up. And the fries are really good. And I don’t know how they can be that bad because you
like that, I only see bagels. Because I don’t ever go down there much so I see like what they bring up. We get
sit there and you cut a potato and you put it in there and it bakes. And we can’t even give them those, so I don’t
a lot of yogurt. [Oh, that’s good.] Oh, after school program. You might wanna know about that. When you tutor
know what it was. And we paid a fortune for that machine, and the kids liked the fries. But now they can’t even
after school, they have a grant and all that food’s really healthy and the kids really like it. Like when we tutor after
160
APPENDIX F: TRANSCRIPTIONS > NATHAN LUCY (DESIGN MANAGER)
How do you define design thinking? is going to be like, really thorough project planning. So you’ll either get ideas, like “Eh! Not this project” or “oh I they have already bought into, experiment with it.” Or prototype, whatever. And I thought that was, that helped
didn’t think of that”, or “oh I thought of that, and now it’s validated.” Yeah, I see the value in that. me quite a bit. [That’s interesting.]
Design thinking is a collaborative, creative, problem solving methodology that separates divergent and
convergent thinking, and embraces ambiguity, and draws its primary inspiration from empathizing with the end What design thinking strategies have worked best for you in your projects? Can you identify a scenario when you’ve used design thinking to interact with other disciplines?
user. [That’s a good definition. that sounds almost textbook.] You should send me a copy of that. [Exactly. You
just came up with that, just boom!] Yeah [That’s right out of deBono’s book right there.] Like, seriously send me a Wait, on the first question do you already have any ideas of what would help parents? [I have some assumptions No, not off the top of my head. I mean, construction. I mean I guess, yeah. [I guess your municipal court?] Yeah
copy of that, that’s pretty good. [So on the other side, or really on the same side…] but…] So like, launch in there…this is what I’m doing on a project right now, is like, my client already has an we can talk about my student project. Yeah, you know. I’m sort of the design manager of the class. [Right right.]
idea and so we built it. And we took it to users and we’re going to get feedback on it. That is every bit of design Yeah. [So that was an instance right.] Absolutely, sure. [So, tell me more about that.] Yeah one of the great things
How would you define design management? research, I think testing and research are the same thing. Testing just means you have a toy now, but it’s the like design thinking does is it insists that you understand not only the user but also the context, so there’s a lot of
same, you know in that framework of “are we making or are we understanding? Is it abstract or is it concrete?” secondary research that goes into that, and that I require my students to do. One of them read the Department of
Making sure that teams apply design thinking to the problem at hand. Or helping teams apply design thinking It occupies the same concrete understanding quadrant as testing, as research. Research and testing both live Justice report on Ferguson, and news articles, that sort of thing. It’s also, that was also a really good opportunity
to the problem at hand. [So basically, you’re saying the management of that process?] Yeah, you’re managing there. [Yeah, it’s tangible research is what it is. Because a prototype is iterative, right?] Sure, yeah, but I mean a to treat the client as an expert. You know, we partnered with a legal expert who we, my students interviewed,
their design thinking. prototype, you might build a prototype that is nothing like even what you intend the final solution to be, you and the legal expert gave a presentation about the area of knowledge, I mean the domain is the word I always
just want to know some aspect of the final solution, you know the easy example is a paper prototype, it’s nothing use but like, what is the municipal court law like, you know, what’s up with Ferguson, that kind of thing. And my
How do you think we might use design thinking to positively influence family nutrition like an app, but you’re testing the content, the interface layout or whatever. So if you have some assumptions, students have asked, you know he’s come back to the class like three or four times, and they had fresh questions
education? just go out and build stuff and test it. You know, validate or invalidate your assumptions right at the beginning. for him, every time, coming out of their research. And lately, that’s actually shifted to where, but that’s the role his
[That’s really interesting.] I would at least, you know, maybe you could A/B test it. Do a blank slate ethnography, expertise has played. And, he’s helped my students gain access to other experts. So like, they got to meet with
Can you at-home observation? [Yeah.] Even with kids around? [Yeah. Yeah as long as I’m not directly observing ethnographic shadowing with one family and then like prototype your thing with the other. [Like a control group the new judge in Ferguson, and who’s been a prosecutor and an assistant prosecutor. [That’s cool. So he was sort
the children.] Just don’t look at the kids! [Yeah, you’re not here.] How do you measure that, like don’t make eye kind of thing?] Yeah. And then you can sort of extract from that comparison, you know, what are the comparative of a pathway for that to take place.] Exactly. So yeah, I think design thinking just acknowledges like, “we really
contact with them, or..? [Yeah, they can’t show up in photos and stuff like that I would imagine that sort of thing.] advantages and disadvantages of doing a blank slate ethnography and testing with a prototype. [What would don’t know it all.” So, not only do we have to talk to users but we have to talk to experts. So yeah, not only have
Gotcha. [So it is kind of a blurry line.] That’s quite interesting. [Yeah, between me and you I think it’s kind of be interesting about that too is that when we get to the actual prototyping stage of the project, then you could my students used my client but they’ve used their own personal connections to talk with, to do phone interviews
silly. That children can’t be part of the research process because they’re so integral to this.] Yeah. [You know and come back and view the results versus the original prototype, and say “well, here were my assumptions in the or in-person interviews with attorneys as well as, I guess being a defendant in a municipal court is not really a
but at the same time, if you asked a child what they want to eat, they’re going to tell you stuff that’s probably not beginning, which we prototyped with family A and B, but not family C and D, right? They were the blank slate.” discipline. That’s just, like a user. [That’s interesting.]
healthy. You know.] So you’re focusing more on the parent, the parenting. [Yeah and how the parent’s nutrition And then, later on, when we had done all of our research and synthesis, and we come back, now we’ve learned
education or involvement affects the children.] But how do how do you measure the effect on the children if you that all of our assumptions were false or half of them were false but at least we have some way to measure So as a design manager, who might you engage to facilitate positive change within a nutrition
can’t observe the children? [Right. I think that the starting place here is to gain the parent’s perspective. But which assumptions were or weren’t. It’s kind of a way to ground it, an anchor.] You mean the A/B part grounds education program?
the ultimate goal is to find potential solutions to their strategies. Not the children’s. So it’s parent-focused but I it, or the prototyping early part? [Prototyping early grounds it. It gives you an apples to apples that you can
think at the same time we’ll uncover some really interesting opportunities on the children’s side, too. You know draw comparison with later.] Yeah I think that if, even if you weren’t going to prototype early you could still go Oh hey one other thing about the experts. [Yeah sure.] Because they’re invested— Because they’re experts, like,
it overlaps just, it’s kind of a natural thing.] Yeah. OK. But your focus is, so your user is the parent. Yeah, that through multiple loops of prototyping later. So I’ll answer, your next question was about what worked for me or they live and move and have their being dependent on the current system. And so at different points in these
probably oversimplifies it, you’ll have insights across but that’s kind of at the center of your studies. something? expert interviews my students have run into experts basically raising barriers to my students’ ideas or probing,
and kind of, “well this is the way it is.” And it presented a lot of tension in this particular assignment because one
Well, as you would expect me to say, go observe them in their homes. You could perform one of you know [Yeah, like what kind of strategies have you used pertaining to design thinking that have of the experts is the client. And my students started asking me, you know, John seems to already have a vision
various and sundry Design Research Methodologies, such as a contextual inquiry around dinner time seems worked for projects that you’ve done?] for his program, but what we’re hearing from the defendants and from young attorneys and from law students,
like it would be a good one to try, and other aspects of design thinking. So hopefully you’ll talk to your, do your and what we’re observing is this and this and this, like, and it kind of put me on the spot, and it took a few
research and multiple homes. Multiple evenings. New questions will come up or you’ll learn that one approach So, like I’m still in the middle of this project but I did try blank slate ethnographic research, talking to users weeks but I’m like, “you’re responsible for delivering a concept that’s based on your research. And I don’t care
is not helpful and you’ll come up with a new way to do it so you’ll iterate your research methodology. I don’t who had their roof restored because of hail damage. And I not only conducted like the phone interviews but if you agree with his program or not.” He’s benefiting so much from all of the research and thinking that you’re
know, like, is this academic? Is the point of this for you to go through the exercise or am I actually supposed to tell also started conducting in-person interviews that were more in-depth look too, like I did a two and a half hour doing, and I think for you as a designer, like, be willing to challenge whatever the sacred cows are that you run
you something you don’t know? [No, it’s really just to gain your perspective on it. It’s a design manager talking in-person interview with a woman in Columbia. And I learned a ton from it. But ultimately it just validated my into, whether it’s “this is the way parenting works” or nutrition, or medicine, or design management. [It’s about
to a design manager about this particular project.] OK. I just feel like, it’s weird, because I don’t want to like talk client’s description of a roofing customer and then what I realized afterwards was that this was the first person thinking laterally around the problem, and to your point, in the end it’s about coming up with concepts that
down to you, I guess, because I think you probably know these things. But, yeah, get in their house, like, watch I’ve interacted with in depth about their roofing experience but you know it was like number one thousand for encourage innovation. Right? That’s the whole point. If that weren’t the point, we wouldn’t be doing this at all. It’s
them do stuff, ask them why they did it, go in with some prepared questions, don’t hold them too tightly. Follow my client. [Yeah.] They had this like really deep domain knowledge that had led them to an idea for a solution to solution- based thinking.] Yeah and I think that innovation is threatening. There’s a whole set of professions that
your gut, or what you observed to be important in the moment, ask them why they did things, why they said this kind of person’s problem. And I was just reinventing the wheel. Like, I was wasting their time. The time that exist in the status quo. And it’s not like I’m trying to pick them out as like bad actors or something, but change is
things, as much as you can. Ask beyond the point where they’re comfortable answering, and beyond the point they had paid me for, by doing this blank slate ethnography. So by the next in-home, we built out the prototype scary stuff. [It’s scary, and it’s also potentially debilitating to some organizations or people, or, you know, fill in the
where you’re comfortable asking, because you’re there to find out the fifth why. [Yeah, yeah! So, what you just and tested it. My client learned a lot more from the second one than from the first one. [Right, because there was blank. You know, we go through it at my company, PGAV, we have issues with innovating around our workflow,
said there is a unique perspective that I may not have thought of, you know, pushing the inquiry to the brink. You unfamiliar territory involved, right? He knows his clients like the back of his hand. You were making discoveries and the disruption associated with that with staffing and resource management and all, it’s just, it’s a domino
know. And, I do have shadowing exercises planned, during meal preparation, with multiple families, that’s part because you’re not a roofer. And then on the other side, when you introduced the prototype, he was learning new effect. Especially in a larger company, it can be a very big domino effect. And the thing is there’s usually costs
of my primary research. But, I may not have had that planned, and when you said that, it could have sparked an things because he’s not a designer. And that’s kind of the way it works. That’s what’s magical about it.] Yeah, so associated with innovation almost always.]
idea, like “oh, that would be a great way to observe families, right? And there are some other things that emerge, it wasn’t really a waste of time with the first one because it did help me to learn, but I talked to a bunch of other
just through the affinitization of interviews that I do with the design managers, patterns that happen.] Yeah, this designers on this practical service design Slack channel and they said, “yeah if you’ve got a client with an idea
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[How] is family nutrition and health important to you? Who would you engage to facilitate positive transformative change in nutrition education for
parents?
For sure, yes [So can you tell me more about why it’s important to you?] I mean you are what you eat. This is
kind of tangential but I think that, I just have like people that I know pretty well you know, like who have parents I mean I’d just go talk to parents, and watch them. [Just observe.] While they’re awake preferably. Don’t want
who put body image in front of health, and you know, like really created a warped image of my friend’s body. to be creepy. [Anybody else you think you’d talk to outside of the parental realm?] I think that we’re flooded in
And really facilitated the formation of a very broken relationship with food and nutrition, leading to like eating nutrition education. I feel like I still know, like, even though I don’t seek it, I still feel like I know all the right and
disorders, substance abuse and so I think that, you know, that kind of stuff because I’ve seen, you know, friends wrong things. Like, by and large, like it’s like fish oil comes out, okay, I’m not the first one to know that fish oil is
also be healed of that and some of those childhood traumas. But yeah I mean I think that the parents..parenting good for you, and that trans fat, but you know that stuff just like percolated in the culture, so I don’t think that,
is such a massive responsibility. But I do think that parents have an opportunity to teach children to love and I might I would talk to parents, and maybe like people who are, well it’s like who feeds kids in schools? Who
care for themselves by loving and caring for their bodies. I think that that’s one of the greatest responsibilities knows what, if you can’t observe children eating away from their parents directly, who does observe them? Maybe
that a parent has. [Starts at home.] Yeah it absolutely does. [That’s one of the things that emerged from my cafeteria people or teachers or potentially one of the families you talk to can introduce you to one of their kids’
secondary research was, you know, it really does start at home. And the schools have to enforce it but that’s a teachers and you can ask them about..I don’t know. But the most value you’re gonna get, I mean, it’s just what
different.. that’s almost a different conversation. You know there’s, there’s so many paths you can take off of the we do it’s design research. Just that blind ethnography. [It’s interesting, so educators are on my list. And I’ve
same node.] Oh yeah, well, like especially if you were to get into, like, poverty, where children are only eating got a few lined up to talk to.] Like, health educators, or..? [Just educators.] Like people who educate children in
at school. [Yeah, and that’s where I started to go in the first round where I was centered more on the children schools, just teachers. [Yeah, to gain some insight on that end, but it’s interesting that you talk about cafeteria
and I was looking at schools and, and looking at doing observation within schools and I started looking at, okay, managers and things like that, because they’re on the ground all day.] Oh yeah, they see it. [And what’s especially
income and it just got, it got… it was bloated. The whole topic was bloated. If you’re interested in that, DeNichols interesting to me is the translation between what happens at school to home. And interviewing parents about
and Food Spark might be an interesting group for you to connect with. [Food Spark..and what was the person’s what their children are eating in school versus what they would prefer them to eat versus what they have time
name?] DeNichols (spells it out) She works at CAM. She’s a Brown School grad, big into design thinking and social to make them to eat. You know, there’s a lot of disparities happening there. You know, they want to make their
change. children’s lunch every day. But they don’t have time to make their children’s lunch, so the alternative they get
lunch at school, but they’re not happy with the lunch they’re being provided at school.] Yeah, and it’s like, they
How do you educate yourself about nutrition and health? really do have time to make it, but it’s like the perceived lack of time. And I’m not trying to be like, oh their lives
are so easy, or whatever, but they have time to make it, so what’s in those choices? [Yeah, that’s the digging
I don’t. [Any particular reason?] I weigh the same regardless of what I eat and my wife cooks great food. [I can’t deeper part, right? What makes you decide to do A versus B, which is, make your child’s lunch for tomorrow?]
argue with that.] I feel embarrassed, like I feel some shame as I say that, you know, I think it’s important but I’m Good luck asking those questions, those could get heated. [Yeah. How much TV do you watch each night?] Yeah,
not working hard on it. But that’s the truth. [That’s awesome.] I’m here to give you the honest truth. [Does your it’s like, parents are judged so hard from every direction. But I do think that it’s a valid line of inquiry for your
wife influence the nutrition at home?] By cooking 95% of what I eat. Yes. [When you sit down to eat, what types of project. [Yeah. Part of this is, every interview that I do I think of other ways to transform it and make it better. It’s
things do you eat?] A lot of times, so like, tonight for dinner I had noodles with beef and kind of a light oily sauce iterating those interviews one after the other.] Yeah and I think that’s the thing about design research as opposed
and some kind of asian spicy favors. Last week I had a lot of brown rice with chicken tiki masala. For snacks I eat to what I’ve heard about the more formal kind of qualitative research. Where like, no you have to ask the same
apples. For breakfast I have greek yogurt with homemade granola. And occasionally scrambled eggs. [So you’re a question in the same order each time so that you can set them side by side and pull them all together in, like a
pretty healthy eater. So it seems like it’s sort of engrained in your blood.] It is, and it did start at home. You know, semi-scientific way. [There’s some truth to that, but you can’t…if I design an interview, okay, and I perform the
my mom is a wonderful cook. And very committed to, my mom has her medical doctorate and cooked dinner interview, and I find out that it doesn’t work the way that I anticipated, or there’s a couple of questions in there
almost every night. And there’s always something green on the plate, always a meat, always a side, and almost that need to be flipped around or whatever, you know, I’m gonna do that. That’s part of design thinking. You
always healthy. Even when she would work a full day and like order, pick up a pizza on the way home, there would make those changes, you try it again. You evaluate it. You’re never going to get the questions perfect. But we’re
always be a salad with carrots. And you had to eat the salad before you could have a second slice of pizza. [Gotcha. not writing a white paper here.] Exactly. Yeah, you should keep the questions all the same, maybe if you were
So she had some rules that you have to follow even when you’re eating out.] Yeah, like pizza was just being writing…because yeah your output is not a research paper. [It’s a design solution of some kind. But we don’t
picked up and brought home. We ate out very little. Yeah, she just always prepared balanced meals. That’s kind know what that is yet because the research is still underway.] Yeah, I mean this process is really cool, and I love
of, I mean even like breakfast- here’s your banana bread, and I’m going to slice up some strawberries. So like, that about it.
she was like super committed I mean it’s astounding to think of the number of hours that she spent preparing
healthy meals. So my mom’s a big, my dad’s also an influence, because not unlike him, I can also eat an entire I’m thinking about doing a facilitation session with parents and design managers, and bringing
tub of Oreos in one sitting. All of my stress eating habits I picked up from him. Parents are hugely influential. them together. Would you be willing to participate in a session like that?
Totally validates your project I guess. [That’s a big assumption I come in with is that, parents are a big influence,
therefore I want to study them in more detail. To study how we can improve this even more, because one thing Oh yeah, I’d love that. [Awesome. This may also include health professionals. You know, trying to figure out a way
that is out there is child obesity is a huge, huge problem in the United States. Huge problem. And, so what does to uncover opportunities, you know, in maybe a one to two hour session.] Sweet, so long as I don’t have to sign a
that say? If parents are a big influence but child obesity is on the rise, what’s the clash? What’s the barrier, what’s non-solicit. I mean if they’re interested in what I do and want to hire me as long as that’s OK. [Yeah.] I’m not going
getting lost in translation?] Yeah it makes me wonder like what is the job to be done by your intervention? You to be like, sleazy sales guy. But I think about that. You know I would come even if I needed to sign a non-solicit.
know, is it that parents have no time instead of just picking stuff up and maybe they are fully educated but they [Well and for you I would allow you to bring a stack of business cards.]
don’t, or maybe they have all the time in the world, but they’re just they just need more education about how to
feed their children. [That’s at the crux of this investigation I think.]
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And I didn’t bring any golf, which I kind of like. Yeah, it’s ok. [Yeah, I was pretty cooped up myself.] start a subject and you assign somebody, you usually assign yourself, somebody in the room during the pursuit So can you identify a scenario when you’ve used design thinking to successfully interact
of a problem to keep saying what’s wrong with what’s happening so that it narrows, which can be frustrating, with other disciplines?
So, how do you define design thinking? especially for people who don’t understand what’s happening. [Of course.] But, or who don’t, not to be crabby
about it, who aren’t critical about it, but that’s usually a result of insecurity, intellectual insecurity, somebody This feels a lot like an indictment of my career. I use design thinking, say again the question? [To interact with
Come on, didn’t I do this already? I thought I did this already. [Yeah, some of it] Because what I’m thinking is… who’s like, you know, “Why are you limiting this?” you know, “Why won’t you let me go over here?”, you know, other disciplines.] Sure. The big tank, the big exhibit, the ocean voyager exhibit in Georgia aquarium was
Design thinking is thought related to how improving products or the environment can benefit people. [Okay.] that’s usually a result of intellectual insecurity. So argumentation, you know what black hat thinking is? And genuinely benefited initially at least, they’ve changed it since. Because of predisposition against certain things,
green hat thinking and yellow hat thinking? There’s a book called The Thinking Hats? [Yeah, I’ve read part of the but… We face a big problem of lighting the world’s largest indoor body of water, and art world’s body of water
And then on the flip side, how would you define design management? book, but I haven’t gotten too far.] Well it’s a theory. [Was that DeBono?] Yeah, yes. [Ok.] Was it DeBono? [Same that had fish in it. And, we were certain that, and the problem is, “How do you do that in a way that’s right?” And
guy who wrote Lateral Thinking] No. [No?] It might be DeBono. [Good.] Anyways, the idea is that you trade hats so there are rules about, there are predispositions about how one lights an aquarium. It’s really no different than
Organizing people and circumstances to create a context where the people who are doing the design thinking that people have, and there’s times where everybody has to have their blue hat on, which is Blue Sky, and there’s the way Dave’s aquarium is at his desk. You try to create, you try to fill the volume with a body of light, in other
in particular can be at their best. [Gotcha.] And achieve the highest, you know, achieve the highest purpose, and times when you’re yellow, means… He uses color frames in this book. Some of them. So, they mean different… words, you try and put as much light as there is water. [Gotcha.] So that every molecule of water has a, yeah,
there’s a financial side to that too, which is secondary, and easier. You know, you should do it efficiently, so you He assigns them meaning and they aren’t necessarily the meaning that you were thinking they were going to be, photon of light bouncing on it. [Gotcha.] Well that’s a lot of water, it’s a lot of light. And so, you could argue, one
can do multiple things at once. [Right, so basically bringing out the best in people by using design principles.] right? [Right.] But the black hat is the person who is, basically, “That’s wrong because, that’s wrong because, that’s may argue, that it’s design interaction and design thinking with a lot of animal light support systems, designer
Mhm [Okay.] Yeah. wrong because.” [Got it.] filtration, electrical engineer, a lighting designing, and a thematic art director, Steve Zeilstra, that caused us to
debate and challenge and use a couple of more simple-minded design thinking methods to come up with the
There’s another type of design thinking that I haven’t used, but I think is potentially very effective. It’s called “Yes, idea that would, instead of trying to fill that body of water with light, and thinking about the absence, thinking
Do you think that design thinking can be using to positively influence nutrition education
And” instead of “Yes, But” [I’ve heard that.] and “No, But,” and so you train yourself to never say “But” or never about what we wanted to see and what would be surprising to the guests as opposed to the expected. Instead of
opportunities? say “No,” and you take whatever you’re brought, whatever occurs in front of you and you build on it. [Yeah, see it trying to fill that 4.2 million gallon of water with light, we used darkness and light to get across a new point of
as an opportunity.] Yeah. [Yeah.] Basically because everything is an opportunity. I haven’t taken that anywhere, view of how to view fishes and aquarium art from it.
Yeah, sure. That’s a yes or no question, too. Heh. [Yeah.] So I think, you know, we can affect the environment to
but I have plans on getting good at that. [Awesome, that’s good, that’s a start. It’s a start. It’s like that movie Yes
make people more aware of the need of the benefit of nutrition. I think we can affect the way a product looks in
Man with Jim Carrey.] Mhm. “Yes!” Supposedly, not to interrupt you. [No you’re good.] Supposedly John Ham And surprise, so darkness, light and surprise, but together. And it took a lot of talent from the lighting designer,
a sort of exhibited self to make it more likely that it is consumed properly. [Sure.] And I think that things like the
utilizes that method in acting and so that when he has an actor or actress across from him, and when they’re and a lot of understanding about a big long hairy story. It took a lot of talent from the lighting designer and a
web and other identity design can sort of break through about messaging design more than anything I think, so.
trying to get used to each other, and in a way of trying to take a scene somewhere or extemporize a new direction quick tangent in my opinion is lighting design is mostly populated by people who are actually decorators, who
for a scene, his mind is about “Take whatever that actor gives me, and go someplace with it.” You know, “yes, choose a fixture and stick it on the wall, as opposed to people who understand the physics of what the light is
Where do you observe opportunities for positive change out there, in nutrition? and…!” as opposed to “Egh.. Cut!” You know what I mean. “No, that’s wrong, start over,” and he actually talks doing in the room, and of course there is some understanding of these things, but Zack Zenoly in the Fisher
rather eloquently about it, and I guarantee you that if you never do anything but ‘Yes, and’, you will, number one, Ranson Stone, has an encyclopedic understanding of the physics of light, and what happens to light in water is
Honestly, right now it’s at point of sale. You know, it tends to be at point of sale, like Starbucks does a pretty job of you’ll become a better actor, and number two , you’ll always make a better scene. So it’s just interesting. [It’s just you might argue, critic to the success of lighting design in an aquarium. But you’d be surprised at how few guys
telling me what I’m eating. [Right.] And they do a pretty good job of giving me choice, but still letting me know positive, too.] Yeah. [Right.] Exactly. just opt for “Let’s just take a bunch of 1000 watt metal handle light and an array across the top of the tank and
the effect of my choice will be. [The balance between knowledge and choice.] Yeah, well and I would say three
turn them on so we can see the fish.” Okay, what about a different way? [Yeah, let’s reframe that, right?] Yeah, so
things, knowledge, I don’t think this is going to matter in the end... Knowledge and sales, because I don’t know
Who might design managers collaborate with to facilitate positive change in Zack, who is in Fishing Ranson, an architectural lighting designer, an a Broadway musical and theater lighting
why sales can be part of it. [Well sales it always part of it.] It’s always part of it, but to me, identifies it, it’s part
nutrition education? designer. [Bingo.] Exactly. And so, what he did was take far fewer, but far more powerful lighting luminaires and
of the issue. It’s ok to sell stuff. So yeah, point of sale is the places where or just before the point of sale I guess.
he designed them to be high beam focus so the water didn’t spread the light as soon as it hit it. Because one of
I think I have been affected over time by the messaging I have received, whereas two years ago I would have
Actors. So easy. [Done.] Yeah, Next! Actually, I mean that though. Because we are tuned to accept messaging the reason they do the array over the top of the tank is that you’re trying to drive the light down into the bottom
been more likely to buy the double smoked bacon, 560 calorie breakfast entrée. I’m know more likely to buy the
from professional communicators. [Nice segway there.] Wasn’t it? [Yeah.] There’s this whole, you’ve seen then of the tank because the surface of water reflects light as much as it refracts, and so what Zack did was he drew a
spinach feta wrap. Is that because of the world or because I’m getting older and I realized I might die if I don’t
commercial about the environment that’s voiced over by, what’s her name? The woman who… ‘Pretty Woman’? line of lights, a wall of light, and the fishes swim in and out of it, and when they hit it, they change and become
change, or is it because Starbucks is breaking through? It’s probably all those things, but Starbucks is breaking
[Oh, Julia Roberts.] Julia Roberts, that basically says I’m nature and I don’t need your ass. [I think so.] Yeah, you alive. And there’s enough reflected and refracted light in the tank that you could still see them and then they
through. So point of sale.
can screw everything up, and I’m still going to be here. [Yeah] But you need me and I don’t need you. So really, come out of the murk in the distance, which is sort of cool like when you’re being in a sub, but the whole point is
it’s a really powerful thing, but it’s a big message. It’s a message that were all sort of tuned to receive right now understanding context, understanding what you’re trying to do, use the various talents in the room, and then, I
So can you give me an example of an instance you are positively shifted to buy anyway, but her overlay is big and powerful and it’s, because she’s not there, and they’re not trading on her looks, end without a conclusion. [So basically aligning the emotional impact of the experience you’re trying to deliver
something up there? [Right.] but just her voice. [Like Morgan Freeman.] Yeah. Yes! It breaks through. Now, politically, actually I think it’s with the method of making the experience.] Yes, yes, and yeah.
all wrong, and I disagree with the message, but I really genuinely disagree with the message. But it’s a powerful
That’s a, well… I’m trying to think of a different example other than the one I just gave you, because that’s a good message. [It’s still compelling.] Yes, absolutely, it is. So, professional communicators and actors, because it’s quick Leveraging the talent of the disciplines and finding people who are interested in the conversation with you.
one, but, no. Let’s come back to that. [Okay.] and effective. Then it’s producers, its product manufacturers, it’s people who make food. People who distribute [Right.] There would’ve been a lot of people who would’ve just resisted. And in fact we had a huge sales job
food, people who package food. People whose… Actually I think the answer should be people who can most on the marine professionals, who all grew up in the aquarium industry believing that you can’t do it. And so,
In the meantime, what design thinking strategies have you used to successfully engage your directly benefit from the change of understanding in nutrition, that’s who we should find. [Right. Who’s going there you go. [But it turns out it was just a perception.] Correct. [And once you reframed the problem and took a
clients or students? to benefit the most? I mean this self servingly and financially, in other word, in who’s going to benefit this most different perspective on it, you solved it.] Yeah, we’re talking about a different problem. [Right.] When you talk
financially. [From a business standpoint.] I mean the kids would be the one who would, babies would be the one about it over here and you said this is the only way you can do it, what you’re really saying is that’s the only way
I don’t think of brainstorming as very effective design thinking. And I’m aware that there’s a great deal of data who would benefit the most, but it’s going to be hard to break through with babies. [Right.] Anyways... [It’s an you can that that. [Right.] Lets not do that, let’s do this. [Yeah.] So that’s what happened. [That’s cool.]
out there that suggests brainstorming is actually bad design thinking. [Well it’s broad, the problem is it’s not interesting perspective, for sure.]
controlled.] Yeah, yeah. And so, but I have used it. I have also used a sort of controlled argumentation, so you
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APPENDIX F: TRANSCRIPTIONS > AL CROSS (DESIGN MANAGER)
What role has nutrition played in your lifestyle? and similarly so. Is that design thinking, is that design change, is that design? Yes. [I think so.] So…
Last question, would you be willing to participate in a facilitation session with other parents and
You know, I don’t know the answer to that question, Jason. I’ve got some of my nutrition on my shirt. You know So how about in your profession? Can you describe how positive change was experienced as a possibly health professionals to learn how design might impact nutrition in a positive way?
it’s become something around which my family relationships actually revolve, they touch on it. My youngest result of your work?
daughter is highly, has become, you know, focused on what she eats, what she takes in, whether it’s good for her I’m willing, but… [Thanks, Al.]
or not, what is she doing as she controls her weight, which is what she’s really after, what else is happening to Me or the profession? [Start with the profession.] I think when people go under the railroad tunnel, as they leave
her body? So, surprisingly in my opinion, because Lucy is a… Vogue magazine, drop dead gorgeous, you know… the arrival plaza at Disneyland and step onto Main Street and turn the corner and see that damn castle staring at
[Yeah.] And she exercises to maintain the aesthetic appeal that she was given by nature. But the click in her head them, their emotional change, their emotional transference makes them realize this place is different from any
that she can be healthy too, and in some way that means something to her that I never expected it to mean, so other place I’ve ever been and I like it. So, and to me, that’s design, that was intentional. You’re surrounded by
it’s become a thing we discuss and talk about and then she has an effect on how Barb eats and how I eat because all these hints of nostalgia and memory and things that are supposed to prompt good feelings, and then that
we are trying to encourage this behavior, but she’s really the one in charge, you know, so nutrition is the center castle is such a surprise that, at least the first time, that it moves you, so to me, that’s what I’m usually trying to
line around which that interaction has occurred, and now she’s starting to affect her older sister and her brother do by using architecture to do, you know, do what it is we do, and I’m trying to get people to feel stuff. [Right.]
and, so. It can be a rallying cry for our family I guess is what I’m trying to say. It seems a little bit of a reach, but, And that to me is the most, it may not be the best example, but it’s the most easily understood, the most widely
it’s funny how you try and teach your kids to eat when they grow up, and know they’re teaching me, so anyways… understood, the most shiningest, you know, it’s got sparkles on it and, you know, that you can feel. You know
[Yeah.] How does it affect my life though? I think about it a lot more than I used to. My weight fluctuates between everyone gets it. [Yeah, yeah.] So, to me that’s a great example, we did it in Discovery Cove, when you, we take
a fifteen pound area that just kind of just bounces around, and I keep trying to get it to stay down here, and people down that nature walk, and you hold it all back from them, and then you get it to them, when they’re
obviously you can just stop eating, which I’ve done. Or you can think harder about what are you really taking ready for it. You prime them for it, and then you give it to them, that’s using emotion in addition to just planning
in, so anyways, I’m not doing a great job of eloquently answering that question. I think about it all the time. [So and making things pretty. [Right.] There’s a part of design that’s proportion and harmony and making things feel,
you’re aware of it, it’s on your mind?] Constantly. [Yeah.] Daily. Not hourly, yet, but daily. [Hourly? That would be making people feel good that it’s pretty, that it looks good, and there’s a part of design that uses those things
impressive.] to create something else. When we get all those things wind up, that when you’re having, that’s when you’re
succeeding in my opinion. And sometimes I think there’s all this design think talk that tries to get used a step
How do you educate yourself about nutrition and health? further, and that’s what makes me wonder whether our agenda has become too big. But, then again, sometimes
it works, and so maybe, I’m the one who should let go and give into it. It’s just bigger risk, it’s more risk. [Yeah,
I don’t do any of the conventional ways. I just talk; I interact with people a lot. [So you learn through you’re stepping into bigger shoes.] Yeah, so anyways…
conversation?] Yes, yes. [What are some of the things that you’ve learned that spring forward to your mind?] Well,
strangely there are styles of nutrition, and I like the idea, that I think because it creates multiple contexts and What about for yourself? Is there any moment that you experienced positive change as
it’s sort of a way the world accepts that people are complicated, it’s not simple, and that it doesn’t…. you can a result of your work?
create a context and that can simplify it while remain… while allowing, you know, there are other ways. So I’m
sure you’re familiar with vegetarian, paleo, etc, etc. [Oh yeah, and all that stuff, yeah.] Those are really different Me personally? Like, I changed? [Yeah.] I don’t know, I’ve been thinking about this stuff for a long time, and you
points of view about how to manage your nutrition. [That’s right. It’s like nutrition religions, to be honest.] Yeah, know, I’m tempted to carp platitudes at you. You know? I change every day, every interaction with someone I
exactly! And I like that, and I think that is a result of the nutrition world realizing that people are complicated respect. So I’m trying to think of something that breaks through. There was a moment in a brainstorm, that wasn’t
and people’s minds work in a way that if you want to be affected, you have to accept how people’s minds work. a brainstorm, it was a fight, that was had with Moorkamp and Castle and Carol Breeze and I on SeaWorld Dubai,
[Yeah, psychology.] Yeah, so there. The only thing that struck me the most recently is this notion of Paleo, because and where we’re trying to get somewhere and the egos were palpable and the … you know, the armor was in
if you read a little, and I do read a little, and you think about it a little bit, there’s a body of thought that suggests place and Castle and Moorkamp are in battle. And you know, I’m just “Gonna make you think right because you
that we haven’t evolved, our evolution hasn’t caught up with the fact that we decided to become agricultural and die if it kills me” you know, and Castle would always come to these damn things, he would never allow himself to
we started growing grain and all that stuff. [Right.] Well if that’s true, then the Paleo method is automatically become part of the brainstorm, he would always come with a list of things he had thought and he would always
effective method, because it means “Ok, you’re feeding your body the way currently as opposed to the way it just fucking read them and make you listen to him. And it’s “That’s what you should be thinking so ok now you
might be incorrectly evolving.” [Right.] So… can have your meeting now, because it’s not going to mean anything because you know I’m right,” and that’s
kind of where he came from and it was terrible, it’s awful. It’s why nobody invites him to brainstorms anymore,
As a design manager, how would you define positive change? but there was some moment where Jim said something and Carol jumped in and said, do you remember the
movie Contact? Where Jodie Foster guiding the thing, and you know, and then went and was there on the beach
Man oh man, that is some crazy ass ivory tower deep question… Making a cohort of people realize causing the and her dad who wasn’t really there, he was in her mind, you know the movie right? [Yeah, yeah.] and Moorkamp
effect that, a certain cohort of people realize something in a different way but virtue of design action we took. So, was really moved by that. And it occurred to me that we are capable of an enormous amount if we find a way
we talk about this, we’ve tried this, and you see things in a different way now. [Yeah.] That’s a bigger agenda than to utilize the brains that allowed the minds that we had to go where they need to go. [Yeah.] And I had since
I, sometimes wonder whether or not, that’s something design should have. But I wonder, I’m not sure, it might thought, I’m one of the people whose job it is to make that stuff happen, which by the way, really fucking hard.
be the right agenda, you know? [And it’s not that, it’s not that design falls on just design’s shoulders.] Right. [The But, it’s not really an answer to your question, but the point is, when I could create a context for people to shine
beauty of design is in unifying multiple people from multiple places, right?] Yeah.[So, it’s a tall order, but, it takes and let their mind run to a solution, that’s when I think we’re doing it right. [And that’s when you can identify
a lot of people to make that.] Well you could argue that Milton Glaser’s I Heart NY used design to unify a cohort of positive change?] Yes, because then we’re gonna get a solution and all these things are gonna come together,
people to think about the positive feelings they have for New York in a way they had not thought about it before, and the thing we’re trying to change will change. [Right.] Right. [Excellent.]
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APPENDIX F: TRANSCRIPTIONS > ENRIQUE VON ROHR (DESIGN MANAGER)
You fall into three categories here— you’re a parent, you are a design manager and you are an don’t use it you lose it. So if you’re not always thinking about it, it’s, you forget about it. [Right. When you’re being of, well, I guess a part of it is meeting your target audience through the exploration of process. I mean, I guess
educator, right? asked to think about, you know, fifty other things, that usually gets pushed to the bottom of the barrel.] Right this is how I’ve done it in the health care environment. [Oh, yeah.] Where you’re actually having them do a lot of
right. [So, I think you’ve touched on it already, but my next question was…] the work. You’re acting as the facilitator. And so, it’s interesting to have a process by which your target audience
Yes, yes I am. [So I’ll start with the design management part but I might spill into the parent part if we’ve got discovers the answers, and having them be comfortable with that process. So I like the co-creation process. And,
some time. Depending on how long things take- how long do you have by the way?] I have until nine forty-five. How might we use design thinking to positively influence family nutrition education? But I you know, some people would say it’s brainstorming, or you know, part of brainstorming. But I think especially
Nine fifty or so. [Perfect. OK so you’re my first design manager for the whole research, so you should feel proud think the things you just said sort of steer in that direction already. when there’s sort of specific, I have found that in specific sort of health care situations, having that co-creation and
and empowered.] OK. feedback in the process, and then you go away and you design something and you come back at the end. Right?
Yeah. Yeah. I guess I mean it’s there’s so many whether it’s, well it depends on who your target audience is, you But that way you get sort of buy in, and a level of vested interest in what it is you’re doing. [Yeah, directly with the
How do you define design thinking? know, I guess from a, well, I’ll use my family example. [Absolutely.] So my son has allergies to corn, wheat, soy, end user.] Directly with the end user. [Yeah.] So, I haven’t launched any products into a market, into a, you know,
eggs and peanuts. [Wow.] So it’s like, we have, like, a super, like we eat like natural like all the time. I mean, a mass market environment. [Yeah.] So I can’t say, like, you know, launching software or something like that, but
How do I define design thinking? Well it’s, I suppose it’s changed since I’ve read all the books and thought basically we’re like always looking at the ingredients.. [Have to.] Right, have to. So it just makes you aware of, I, you know, I can see how the prototyping to the extent that you can mess around with it and you can try and
about it for some time, but off the top of my head, it’s a mixture of the viability and desirability and the business super aware of everything thats in food, and how much is processed, because I am perpetually looking at the break it, and that’s all really important. [Yeah, and it’s low risk, it’s low fidelity, and it’s all about getting the right
viability of the human center coming together, but I think it’s, and it’s primarily innovation driven, towards labels. I mean, it’s taken me a long time to, like, do it, my wife was really on top of it all the time, and it’s taken answers, and you using the end user to get those answers.] Right. And so for parents it’s going to be the same
innovation, and I think it just, it can solve problems that are wicked and complex. But I think it also is a method me, I mean I grew up cooking, I grew up cooking all the time. I love to cook. So but I never really paid much thing. [Yeah.]
for solving sort of the mundane and sometimes overlooked minutia of life that we don’t pay attention to because attention to the nutritional value of the things thatI’m cooking, or how it compounds over a long period of time.
we think it should be solving bigger problems. [Yeah, it’s not always about changing the world. Sometimes it’s [Right.] And so, so yeah it’s especially because of my son, and my daughter’s the opposite, where she can eat Getting parents invested in it. You know I’m trying to think of things that I’ve done, well it’s funny for the class
about changing your world.] Yes. [One minuscule activity at a time.] Right, right. So, I have other definitions, anything and she’s super thin, and you know she probably will never gain weight because her metabolism is so I taught, it was a similar theme, around nutrition. We went to, we talked to Gateway Greening and sort of, like,
but yes, I think in my daily life, again starting with, I guess as a designer I approach it with a human-centered high, but my son is, you know he’ll break out in a rash when he eats, you know, corn or eggs or whatever, and it’s learned about gardening strategies, and we also went to a cooking class with Food Outreach, and had, like the
perspective. You know, a people person issue. [Absolutely. Which is really similar to sort of how industrial uncomfortable for him so, so I think unless you’re I think parent that have kids with conditions that are overtly students observed a class of sort of mixed ages doing a cooking class. And it was through a program in South
designers think, right? Sort of on the same parallel, it’s just geared towards a different goal.] Mm hmm. [So on problematic might be more attuned to the nutritional, you know nutrition and just the general content. City. There’s a kitchen, its like a community center, I mean they were going through the process of talking about
the other side of the coin…] nutrition, and engaging kids and parents..[That’s awesome.] I mean, just you know, how to cut a vegetable, was
But also like, the system, the food system in this country doesn’t make it easy. The labeling doesn’t make it easy. like, important. [Yeah.] You know, like, the little details of the experience. [That’s the can-opener, right? You learn
And so, you have to sort of like.. [Yeah. Excavate it, because they hide, you know, nutrients inside of other names how to cut a vegetable, now you can cut all kinds of things and now you can enter into the world of cooking,
How do you define design management? Now that you’ve completed the program, and you right?] Right. I mean, there’s like, you’re breaking down fear of doing something, there’s just like, all kinds of
have the little piece of paper in your office, hopefully framed. and..yeah.] Yeah. Like sugar has three different, like all these different names and they’re actually, there was
something in the news the other day about how they’re gonna change the name of sugar. [That’s big.] Yeah, so things we do, like, you can’t draw. Well no, you can, you’ve just never tried it, or no one ever showed you how to
the way they label it is gonna be different. So I was like, you know…. [Right. Think about all the people that have try it. [Right.] So, yeah I mean just like last night, with my kids, I was like, “Okay, you’re going to help me make
Yes, actually my wife just framed it and gave it to me, so…[Awesome.] I need to put it up somewhere. I think dinner,” because he came and said, you know, “Dad I’m bored.” And I was like, “Yeah, okay, here. You’re gonna,
design management is using all that, is using design thinking but is basically operationalizing the whole process to change everything.] Yeah, right. Right. So, you know, anything from like, you know, flip cards or there’s sort of
like the home environment and there’s the grocery store environment, there’s lots of different environments for I’m gonna chop these and you’re gonna start mixing and, you know, just I think engagement, and I mean, we’re
and making sure that it is keeping track of it. I think design thinking gets sort of used a lot by different people so limited on time and we’re looking for the quick fixes to all these things in life, and you know, it’s like the
in different ways, but it’s not always the sort of the process is not managed, or its not, there’s not the attempt to engaging parents. But I think what’s interesting to observe, like we went and actually we were recipients of the
Parents as Teachers process early on with our kids, we did it, we had somebody come to our home. And as parents, Jamie Oliver, you know, mentality where, you know, you make it yourself it’s going to taste better…but if you
maybe systematize it for the particular project. Design management attempts to do that so that you’re on task. don’t know how to like, start, it’s like even meal planning, even cookbooks. Like, I basically like collect cookbooks,
[Right. It’s almost as if, so design management is the activity of organizing and carrying out the design thinking my mom would never tell me you know unless she was living next door to me, which she probably wouldn’t have
said any of this stuff. But there’s all kinds of stuff that I learned about child-rearing and behavior and milestones practically. So Ive got like fifty cookbooks in my house. I don’t read them all but I could. But I would imagine
strategies.] Right. [So now, getting more into the research side of what I’m investigating is..] that very few families have cookbooks. [Right.] It itself, that’s like, part and parcel of the educational tool. [Right.
that I wouldn’t have otherwise. There was a coach there. He came once a month and sort of gave you tips and
tricks. [So it’s, again, awareness.] Right. [You’re there, you’re in the moment, you’re sort of being coerced into this Exactly. And if you have them you probably don’t open them very often. You know, we’ve got ten or so cookbooks
Do you believe that design thinking can be used to positively influence nutrition education conversation of thinking. So you’ve done some design thinking professionally, so.. at home. I use one of them in particular very often, especially now because my wife’s in the yoga teacher training,
opportunities for parents? so, on Saturdays and Sundays, it’s kind of on me to make dinner. So I’ve been flipping that guy open trying to
find interesting things to make and that’s where you start, because otherwise I have no freaking clue where to
What strategies have you used to successfully engage consumers? Like, what are some
Yes. [So how do you think, as a design manager, form your perspective, how do you think that that could happen start.] Yeah, definitely.
potentially?] Well I ran a course where I dealt with this specifically, I mean I think there are all kinds of, well we examples that you’ve used that worked?
live in a society where the use and understanding of, it’s nutrition right? [Mm hmm.] So I think we are so, I guess,
the family unit, I have found personally that the family unit is sort of less strong as sort of a generation, so things Engage consumers…[Yeah, so anything involving the consumer market.] I haven’t had too much experience on
don’t get passed down as much. So that you don’t talk about food and you don’t talk about this in a, in sort of the consumer, like actually getting a product out in the market [Well, just engaging people who are consumers.]
a family way. Just like you do your kids. I mean especially if you come from a, you know a fractured family, or Or the end user, or whatever. [Yeah.] Well I mean I think the one thing that I never learned in school at the
your family is all over the country, so yeah I mean I think there’s all kinds of strategies for supporting parents, undergraduate level was like just the whole notion of prototyping, and just the whole notion of low-fidelity
understanding nutrition. You know, I mean my wife works for Parents as Teachers, and I think there’s a whole prototyping, you know, and just sort of like rapid prototyping, trying to make sure that you get some feedback
strategy there around, I mean that sort of a system for where there are coaches basically that come into help before you get too into the nitty gritty of design. I think that’s been probably the most sort of like successful, I
parents deal with all kinds of things and nutrition is one of them. You know, healthy eating habits and all kinds mean that is a successful thing. [Yeah.] You know, focus groups or, what’s the, can I look at the question while
of small little tactics that are day to day but also sort of add up over a long period of time. [Gotcha.] So, I can’t tell you’re…what was the question again? [I changed it while we were talking, but, what design thinking strategies
you what they all are but.. [I don’t expect you to.] Yeah, but by and large, yes, I think we gravitate towards the easy have worked best for you, basically. And the next one was going to be, how could those be applied to working
things, and just in my own life I find that it’s just hard to remember these things. I think that’s the thing, if you with families?] I mean, I guess one of the tools of design thinking and human-centered design is this whole idea
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APPENDIX F: TRANSCRIPTIONS > ENRIQUE VON ROHR (DESIGN MANAGER)
As a design manager, who would you engage to facilitate positive change with things. For facilitating. And I find that, actually I find that card sorting is a really easy way to engage somebody look at all the spices, and I just stand there to sort of try and make a decision about what I’m going to put on my
nutrition in families? in a conversation. [Oh it’s great.] And to have them sort of co-create with you something. [Yep.] Like where food. But I have to stand there and do that. I wish there was other ways for me to be more aware of the value of
there’s this sort of physicality of something. Like a conversation is great, like using the pen and paper is great, or nutrition. You know, but because my son, actually sometimes I think like, I was thinking about this for class the
Well, the kids. One of the things, I met somebody again while I was doing this class, I met somebody at the checkboxes, but there’s something I think inherently about design and the visuality of things that I have found other day, you know like one of the tools is like walking in somebody else’s shoes. You know, especially around
Webster School District, there’s this program, this chef Marino is her name, she runs a program out of one of the to be successful. [Yeah there’s a tangibility, it’s a physical record of the thinking that’s going on, right?] Right. So health issues. And it’s like my son is so good about, because he knows he has these allergies, anytime we go
schools that’s all about healthy eating habits. And she told me, she was a nutritionist for a long time.. [What’s even, and I never realized this, but even before I went I through this program a long time ago I actually hooked anywhere, about going up and asking the person, “Does this have this this this and this in it?” You know, like he
her name?] I could get her name to you, it’s chef Marino, I just know her as Marino. She was a nutritionist, she up with Dave Gray. He had this set of cards, these XPlane cards, and I always loved using them because they asks, you know, and then if the person doesn’t know then he comes and finds us. And then asks, you know, “Can
focused on elderly for a long time and trying to change, like people’s behaviors, older adults. You know, trying to were pictures. They were all pictures. And it was a game to try and bring out whatever the problem was. And to I eat this?” And then we have to look it up for him. And sometimes I think well, everybody should have an allergy.
change their behaviors around eating. [Yeah that’s a tough one too.] And while I was going through this project help you to sort of articulate the complexity of it but then also prioritize. And it sort of helps you make a decision [Because it brings awareness.] Because it just brings awareness about what’s involved in everything. You know,
with the students, it was interesting for me because, you know, I was just as much a learner in that scenario as about prioritizing, so I mean I used that with, I remember using it with a marketing company, I used it with a it’s lie okay, “I’m going to just pretend I have an allergy all the time.” You know, and so yeah, so t is important for
everybody, but one of the things she said in interviewing her is that she sort of had given up on adults. She server manufacturing company, and sort of like, it was bizarre the companies I would use those cards with, to try us and again I can tell that we clearly have this up and down scenario where it’s important sometimes and then it
said, “You know what? Adults are just…once you get, adults are hopeless.” You know, and that’s why she pivoted to get them to explain what the problem was. [Right.] And so.. [But they worked.] But they worked. Right. And drops off, you know, and typically for me, sometimes it happens when I give Gabriel something that he shouldn’t
completely and said, “You know what, I’m gonna focus on kids. Because that’s where it’s at.” [That’s where it then actually in my final project, I used a card sorting where I sort of customized, I had a whole set of words and have had. And then my wife is like, “Arghhh!” you know, it’s like, “Oh my gosh, are you okay?” [Right. So you’re
starts.] That’s where it starts. It’s where you’re going to cement the behaviors. So really making choices and to I had them play sort of a game where I had them move chips around on a sheet of paper, to try and have them kind of walking a fine line.] Yep.
be aware of the choices that you’re making. It’s okay to have potato chips, it’s okay to eat unhealthy food. As articulate. And it was just words, just sort of a word articulation based on you know, how often they used words,
long as you’re aware of it, most people just simply aren’t aware of it. [Right, when I eat this potato chip, what’s or how often they did something in their job. [Hmm.] And it was funny because it was a very visual thing and How do you educate yourself about nutrition and health?
the consequence?] Yeah, just be aware that there’s consequences and mitigate those some other way. So I think then I mapped them all together and then I was like, and then I found patterns in how they were grouping words.
kids are our biggest, I’m not sure that kids, well, I think it begins with education. And I think kids can facilitate You know, and it was based off of some studies that somebody had done in some literature that I, some other Poorly. I don’t have a system for doing it. I wish I was better about just even the labeling of everything, like carbs
that conversation with parents. Better than we think. The kids can really…like one of the things that chef Marino research that I had seen. And so, yeah. So that’s one thing that sort of I guess one of the tools of design thinking. versus proteins, versus vegetables, you know just what things are. You know, what’s my daily intake, you know of
would do is she would you know, have these cooking plans where the kids would basically bring home the One of the methods, right. [Yeah.] That I think works well. stuff. Like what should that be. You know, I think the federal government’s you know, like plate idea…[MyPlate
assignment for the parents, and say, “Okay, you know, you’re going to do it with me, Dad. And this is how we’re or whatever.] MyPlate or whatever, seems to be good but it’s not like I have it in my kitchen, you know I don’t
gonna do it.” [That’s cool.] And so it was no longer the parent saying, “You’re gonna do this.” It’s the kid saying, I think, you know, the other thing that I don’t do enough, or I haven’t figured out how to do but is role playing and have a tool in my kitchen to remind me about nutritional content and stuff. [Yeah that universal tool isn’t really
“We’re gonna do this, and this is why.” You know. sort of like, body storming. I never had sort of the opportunity to sort of do that. I think that that’s, that’s a little there, and for so many years we used the food pyramid. But did we, really? Did anybody have it folded up in their
bit of prototyping. [Yeah.] I mean in the current project, one of the consulting projects, I didn’t actually do it but I drawer that they could just pull it out and say, “Ah, did I get this today, or this?”] Yeah, right. I mean my wife uses, I
And so, that was really sort of eye opening for me, that we have the tendency to sort of say like, “Oh it’s the was part of the group that was doing it. But they actually prototyped a room, and this was a health care scenario, mean we use with the kids and my wife always asks this question, you know, “Did you have your vegetables?” You
parent’s responsibility.” And yes it is, on some level to facilitate it, but I think we have a bad habit, we’re they actually prototyped a space for nurses to end up using some of the tools that they were being asked to use know, that’s like the one thing, you know. Like, do you have three servings of your vegetable, you use your hand
challenged by initiating it. We can facilitate it, we can endorse it and support it, but we don’t always initiate it. but they didn’t have access to them. [Oh that’s cool, just to see how they would use them?] Yeah, to see how they as like, it has to be three servings or this. You know., that’s a lot of vegetables. Actually, fruits and vegetables. So
[Because we don’t always have the time, or whatever. A multitude of reasons, right?] Right. Yeah. And so, like even would use them. Just to put the tools on the floor and it uncovered a whole host of other challenges. Certainly yeah, I don’t have, it’s taken me a long time to learn, even though I love cooking even with spices you know I’m
this week my wife, like we have this like, I can show you a picture. I took a picture of like, we have this, we shop in blew things up a little bit. [But that’s the point right.] Right. That’s the point, that was the point of it. But where horrible with naming of spices, what spices, you know… [I am too. We have them all magnetized to our fridge.
the same places, we have like a really systematic, like after so many years of doing this. And she said, like, “Look at you’re actually, like enacting the situation the way you think it’s supposed to work. Then, by observing that you Like little dishes. And they’re not labeled because my wife knows exactly what they are, and I’m constantly going,
this list! It’s all carbohydrates! None if it’s vegetables!” And I was like, “Yes, you’re right. You know, I’m exhausted, see what’s actually happening. [Exactly. Ir’s like if you’re designing an operational model for a restaurant, you’d “What’s that green one? What’s that red one?”] Yeah. I’m exactly the same way. And I can’t ever remember them.
it’s all easy things, like we don’t want to have to fight with the kids about eating. You know, it’s always, and I guess want to do it in a physical format so you could see how all the chefs and the servers and stuff would operate So I think nutrition is important for our family. I think we’re doing a good job with our kids about just you know,
one of the, I think like chef Marino was like, just observing a cooking class for kids, she has like a whole kitchen with one another and find out where the problem areas are happening. Not just on an operational level but on being on top of them about, you know because again, Gabriel’s allergic to all this stuff. You know, we don’t have
in the school, and the kids come and cook. It’s like, actually, it was in the news a couple of months ago, or a year a physical space level.] Right. Yeah, and I think those are, I think that, I want do that more because I think that’s soda, we don’t, I mean, by and large we invest more money in food than we do just about anything else. [That’s
ago, with Jamie Oliver-Newland got the school system to require a cooking class in the school systems. Like, it’s sort of akin to having the students go and watch the cooking class, because that’s sort of enacting. I mean there good.] You know, I mean that’s, you know, I mean we spend you know, more money on food than we do other
completely eliminated in this country. Cooking is not, it used to be part of the system. [Well and it’s showing its was a method there that they had created in order to teach their audience about, sort of multi-generations about things in our lives. You know, we don’t eat out very much at all. Maybe once a month, once or twice a month.
ugly face in malnutrition and obesity in children, right? I mean that’s what we’re seeing all over the place.] Right. cooking. And so in essence it’s sort of a body storming experience. They’re prototyping. And you do that over ad And, we buy in bulk. [Cool.] Did I cover.. [Yeah you did, yeah.] OK. [And we’ll get into some of the other stuff in a
So we don’t understand nutrition. We don’t understand anything that kids put in their mouths. At the school and over again, and you know, you figure out ways to improve it. [Right. We touched on this already but I’ll ask it…] minute but, so my last question for the design management side is…”
institutional level, it’s not existent. [So you’ve done a lot of things with design thinking, and I know you pretty
well, so I think I know where you’re headed here but…] Is family nutrition and health important to you? Would you be willing to participate in a facilitation session with, potentially with nutritionists,
with parents, maybe other design managers to learn how design thinking could potentially
Can you identify a scenario where you’ve used design thinking to interact with Yes it is. I think it’s , yeah, most definitely it is. I wish there was a way to be more aware of it all the time, and you
impact family nutrition and healthy eating habits?
other disciplines? know it’s like the freaking refrigerator becomes the, you know the sides of the refrigerator where we’re posting all
this stuff, one side is all the kids’ school stuff. Then the other side is the grocery list, and the emergency contacts
Yeah. Definitely. [I’m still in the midst of exploring what that is. What that session, however that manifests itself,
Design thinking, where I’ve interacted with another discipline. [Yeah. So outside of the design realm.] Why and all this other stuff, right? [Yeah.] And sometimes I feel like because nutrition is not, because the only time it
but when I get there, I’m hoping to host something like that in an effort to let some of these answers emerge.]
am I having trouble with this? [Well your thesis, for example. You interacted with health care, right?] Oh yeah. becomes a question, it’s like you know all the vitamins are in the cabinet. [Everything’s tucked away.] Everything’s
Sure. [Cool.] So that concludes the design management side.
Well, okay, so one of the things that I did in that scenario was, and actually I’ve since sort of like, I’ve been doing hidden you know, in your kitchen, you know, because everything is in drawers because it helps to make it look
these…I didn’t realize it, I didn’t realize until the end of it but I started this collection of games. I mean I did all neat and nice right? [Right.] And aesthetically pleasing, right. But just like we know from in the design world,
it with you at one point. [Yeah yeah.] Right, and so I started just like just trying to find games for all kinds of it’s like, in order to see connection, and see relationships, you have to see it. You have to put it all out there. And
sometimes I say to myself, I’m like, “I wish…”, like, sometimes I stand there, I open the thing, I stand there and I
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APPENDIX F: TRANSCRIPTIONS > HELEN ABBOTT (DIETITIAN)
Do you feel that design plays a role in nutrition education? know, call me and then we will, if you have further questions or need further education then we’ll go So how do you as a professional stay educated and up to date on best practices for nutrition?
from there, but…
Can you repeat that please? [Do you feel that design plays a role in nutrition education?] And what do you mean Again, you know I get like the American Dietetic Association, which is the association of dietitians. You know
by design..? [Just the discipline of design, meaning: Do you think that the designers have the opportunity to [So you have a variety of terms for people to see you- for short term or long term or is it just a one-time session they have their own website. But then they also send out, which makes it convenient, they send out like daily
improve the field of nutrition education.] Yes, I think design affects people, I mean, I think it helps them to and then follow up via the phone?] Most the time it’s a one-time session followed by…well, it depends. If it’s a newsletters or things that you know , current topics or current research or things like that. So it makes it pretty
understand and to relate to things, and I think anything that can make people relate, I mean just like when we weight loss, then typically those I do more follow up because most of them kind of need reinforcement. But the simple to get an email and look at the email and if something you know, kind of pops out. Plus I do get journals
were using the food guide pyramid and the colors and things, I mean I think that design process just makes majority of what I do is diabetic and most of those it’s just a kind of a one-time visit, you know. Depending on from them but I don’t always read the journals or I get other magazines that will have current research or topics
people understand the concepts of nutrition, so yes I do. [Excellent.] down the road, sometimes we may do a follow-up visit with them depending on their needs. But the majority of so…pretty much that way. Networking with other dietitians sometimes is another way to do it. You know we do
time it is a one-time visit. have to have so many continuing ed. hours, so taking continued ed. classes and that type of thing to keep on
Who do you collaborate with to develop and or and or deploy nutrition education top of things. [Oh, OK. Do you go to any conferences or anything like that?] Yeah, you know we have, The Dietetic
programs and interventions? [So it is kind of a, “here’s the tools that will allow you to succeed, from a nutrition standpoint” and then they go Association has a National Conference, depending on where it’s located. This year was close enough in Nashville
and use those tools and if they need to call and consult with you then they do?] Exactly, yes. [Gotcha.] and I was able to go so I try to go to that when it’s in a reasonable distance. You know we have state meetings and
I pretty much work for myself. I don’t really collaborate with anybody, I mean in terms of incorporating design then we also have like we’ll go local, like dietetics, like southeast. I’m the southeast Missouri, so I mean we have
I do use like a print master program on my computer to help illustrate or design things, so I guess in that Do you discuss family meal content and planning with your clients or patients? a southeast I mean like St Louis has the St Louis Dietetic Association then we have a state of Missouri Dietetic
sense I could use that as a collaborator. Otherwise, I’m pretty much the only dietitian here so I do pretty much Association. So we have meetings there like, you know, twice a year. Quarterly. [Oh OK. Does the attendance, I’m
everything. I mean and I don’t really, I mean we have a marketing department but I really don’t work with them Yes. I do. [And so what do you find most prevalent in families today when discussing that with them?] Good just curious, does the attendance contribute to your continuing ed. credits or…?] Yes. [Oh, that’s good.]
either. I’m pretty much a one man show. [OK. So to build on that, what kinds of tools do you use to inform your question, because it’s varied. Again I think convenience is probably one of the bigger things, I do see people
clients?] And I do download a lot of material. that do, you know, a lot of prepared meals, but probably the majority do not. I mean, they’ll do something like a How would you describe the predominant demographic of your clientele or patients?
frozen pizza or a box of macaroni and cheese, or something like that. I don’t really consider that home cooking; it
Like I said, if I’m trying to create my own then I will use, like, the print master program that just already has, is a pre-prepared kind of type thing. So you see a lot of that. Probably the other big thing that I try to emphasize It’s gotten younger. You know I first started I was mostly seeing elderly patients which, you know, surprises me
like, some design you know just to make it more efficient, and like I said earlier I think it just helps people to with people that is probably lacking in most people’s diets is increasing fruits and vegetables. Again it’s just but I mostly now, well I mean on the outpatient that I do. I mean in-patient wise I do see in-patients. They’re
understand if they can relate to pictures or diagrams or some kind of process. [Yes some people are more visual?] something that people don’t always think about. But it’s really pretty easy to do if you just do think about it, but... mostly elderly they’re older. The out-patients I talk to are mostly, probably in their forties to sixties. Most of the,
Right. like I said, most of the diet education I do is for diabetics. Here where I work the doctors are very good about
[Yeah. What do you think that the barriers are to someone picking up an apple versus the box trying to catch diabetes early and get those people going on diets and things but I do, you know others, but that’s
Can you identify any key family nutrition habits that are in most need of positive change? of macaroni and cheese?] probably the sort of demographics. Probably the majority and probably equal men and women. Half and half.
Nationality wise. We’re pretty, here in Perryville, pretty much just Caucasians. So, I mean, I do occasionally get
I think one is just taking more time to eat, I think people are always on the go, and always rushed, and they don’t You know, I think in some way they think it’s cost. I mean you know because mac and cheese is fairly cheap. But others but mostly Caucasian. [Gotcha. OK. Also very helpful. And then, one more question..]
take time to prepare meals and take the time to eat as a family, would be one and then just food availability. I an apple really isn’t that expensive. But it’s the idea. Some of it’s cost, some of it, I don’t know. Education. Just,
mean, you know, planning ahead in that they have nutritious food available, so when they do have to be in a I don’t know. And a lot of it is like what they grew up on too, you know, what they had in their growing up or Do you participate in any extracurricular activities related to the nutrition and health field?
hurry, they have some nutritious foods available that would be easy to do. formative years of how they learned. You know what you eat. [Yeah, you know how they were educated or not
educated on nutrition. So, a similar question..] What do you mean, I’m not sure I understand.. [Other events that you might might share your your expertise. You
How do you think parents educate themselves about nutrition? (either before or while know I don’t know like a Health Expo or..?] Yeah, you know like a women’s conference. I used to do a lot of public
What do you think might prevent parents from accessing nutrition education resources? education. I don’t do that again as much as they used to, I used to go to work a lot of like, they would invite me
consulting professional nutrition services like yours)
to P.T.O. meetings and, you know like the Rotary Club would have a guest speaker and I would do that but that’s
Again I think a big barrier is time. People just are busy and they don’t, you know and it’s..the Internet’s a good really kind of died down, I don’t do too much of that. Occasionally, our extension office will offer like a health fair
Magazines, I think you know people rely on magazines, most people don’t read newspapers that much anymore.
and bad thing. I mean, it makes it easier to access this thing but I just, also I was just talking to my husband and I usually, you know, attend those or do those types of things. [Gotcha. OK. Awesome. Well, that concludes my
Facebook, I always see, like tons of people downloading recipes on the Facebook all the time, not that they are
about this the other day how it takes up so much of your time when you check your e-mails and you check your interview. Looks like we did it right in the nick of time.] Yeah I know. That was good but, you know if you think of
nutritious but… Pinterest I think is another, you know, program a lot of people will go to for recipes and ideas. So
Facebook but can you check your... you know people are just constantly checking things on their damn phone or more, call me back. I mean if we didn’t cover something or if you need more. [OK.]
I think a lot of people rely on that type of thing.
laptop or iPad, or whatever and, but they’re not checking the right things, I mean you know they’re doing busy
things, but not really, or texting people, you know.
When might parents consult you about nutrition and health? How does that process
start or take place? But, not really things that are furthering their skills or education or that kind of thing. [They’re not acquiring
new knowledge.] Right, right. I mean you could, I mean there’s lots of new knowledge out there to acquire but
Usually it’s a physician referral, it doesn’t have to be, but usually it’s a physician referral. And then I usually set you know we don’t always take the time to do that so I think time, and I guess maybe just even not a general
up an appointment. Then they come in and we sit down and I’ll kind of review their diet history, where they’re awareness of the fact that they need to do it. [Yeah. It’s really a prioritization thing too, you know.] Right. [Not
at, what they’ve been doing, and then kind of proceed into whatever, you know, if it’s depending on what their putting it at the top of their to do list, even though they have access to those resources they don’t use them
need is, if it’s somebody if they are a new diabetic, or if they’re just trying to lose weight, or if they’re trying to eat because they think there’s more important things to do.] Right. Exactly.
healthier, you know, and then proceed in just the education. And usually I give written material. Again, because
I’m a small operation here I don’t do a lot of follow up. A lot of dietitians will do either follow up phone calls or
follow up visits. That’s not normally a part of my process. I usually give my phone number and tell them, you
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APPENDIX F: TRANSCRIPTIONS > RONNA CROFT (DIETITIAN)
Do you feel that design plays a role in nutrition education? If so, why? If not, why not? I give is resources. Generally what they are are websites and apps. You know, people want websites, but apps planning and it’s most spontaneous than it was, certainly when I grew up years and years ago. People go to the
are really the way to go and there are some really greats ones out there. Some more reputable than others, some grocery store and much of the food they get is pre-prepared. So they will come home and heat something up,
Can you expand on that? [So, thinking about the nutrition education industry, which you’re in, how do you think more functional than others. [Are there any apps that come to mind?] Absolutely. The one I probably recommend or they might go to Sam’s or Costco and stock up, but they are putting something in the microwave, they are
the discipline of design plays in?] The first thing that comes to mind is the design of either the PowerPoint or the most, across the board is Fooducate. [Yeah?] Mm hmm. [I think I’ve heard of that one, I think it popped up on cooking something quickly. Some of them use a Crockpot. So, that’s the difference, that’s what I see today. And
handout or the design of the website. So, if that’s what you’re talking about, I think it’s important. I do. I do a my competitor analysis.] Ok. It’s practical. You can scan, people don’t want to take a ton of time. They’ve changed not that everyone, I’ve got some people that come in and all they want are healthier recipes. [Right.] But that’s not
lot of presentations and I have to have handouts for these, so how those look and how powerful each slide in over the years since I’ve starting using it, its more of a social app where you can comment on them, you can share the average person. Most of them, that I talk to, really don’t want to become great cooks. They just want… [Right.]
the PowerPoint looks, I think is significant. [Do you think it has a positive impact on how effective the education other information with people. I’ve not used it that way. When it first came out, all you did was scan the barcode They don’t. They just want the meal out. So, we might discuss ways how on a Sunday they might make a whole
industry for parents?] Absolutely. [Cool.] of an item if you’re grocery shopping and it will grade your food. So your screenshot might say that yogurt gets pot of soup or chili and then prepackage it in smaller containers, so that if they’re going to lunch or taking your
an A or this yogurt gets a D. And then it explains why. Then you can go to the other tabs and look at the whys. So lunch that day, you can take it out of the freezer. So, it’s more organization that we might work on. [Gotcha. Yeah,
Who do you collaborate with to develop and deploy nutrition education programs and like if all you want is a grade, a yay or nay, thumbs up or thumbs down, should I get this yogurt- you scan them, I’ve had several parents tell me that they tried to get their meals in less than 30 minutes. That they have to get
interventions? you look at the grade, and you go. Some people want more information and its there if you want it. [Yeah.] I their meals done in 30 minutes.] Yeah. They’re taking the kids to soccer or gymnastics or softball, and with a much
think it’s a great app, but there’s a lot that I use, not just that one. I think that the food journals are really good more mobile society so that’s why they’re eating out. That’s why telling them not to, or not to eat at the ballpark,
Programs? One of them, I guess the most frequent contacts would be, do you know what employee assistance apps for people who are trying to watch their weight. There are some really good exercise and activity apps, so… that’s all great but it’s not really going to happen and that’s a great way for me to turn a client off is to not hear
programs are? EAPs? [I’ve heard that, yeah.] Ok, so what it is is it’s a benefit to employees. Typically it’s counseling [Yeah.] But I can’t tell you tons for babies and children. That’s one I don’t know. [Yeah.] what works for them. So that’s why I start with a very good first assessment. The first visit is really listening to
services but the EAP we work with, they also have a menu of services- nutrition, wellness, health being one. They their life, what it’s like, and what they need and then tailoring the information. And they’re the ones making the
will contact me through the different employers they work with and request presentations. And then we also, just When might parents consult you about nutrition and health? Please describe the process. choices, so if they say, “Yeah, I do really want to learn. I do want to cook.” I’ve got great recipes that will click in,
because I’m with a large health care institution, we will get calls to come out and do anything from health fairs, healthy recipes that I can give them. If they say, “You know what, I have no desire to cook” or, “I don’t have time”
cholesterol screenings or health screenings, and health coaching presentations and that sort of thing. [Ok, great.] For themselves or for their families? [I guess both.] Ok, so, how my job works is I go out to companies as a health or, “I don’t have energy”- whatever. And some of them have medical conditions that, you know, they don’t want to
coach. And I will have one-on-one appointments with them. You got my name from Patti or at least from… spend time. So, it just depends who I’m talking to. Generally, I think cooking has become, you know I don’t want
[Unigroup.] Unigroup, right. So I go out at least once a week, and for the first few visits I am with the client for to say a past-time, but it is certainly something that’s not consistent, like it was years ago. [Gotcha.]
Can you identify key family nutrition habits that are in most need of positive change?
45 minutes and I really get to do an assessment and work with them. Then we move through whatever they
Number one, I call it liquid candy, cutting down on sodas and educating people better about how to eat out if need and want. And that’s, and other places I go to we don’t have this much time or its just a different set up. What do you think might prevent parents from accessing nutrition education resources?
they are going to. So telling them not to is not a very effective method, helping them know their resources and So that’s one way of health coaching. I’ll also do a lot of presentations, not so much at this time of year, this is
making better choices for them and their family. And I guess the third thing is just eating behaviors and skills, when business slows down. But boy, the first of the year, I started January with 5 presentations by the 3rd week Prevent them? I’d love to know that. Because that’s what I do! [Right.] I’d say time, because some of these
just setting limits. A lot of parents today are very afraid to restrict their kids. They’re both working, they’re tired, of January. [Wow.] Yeah, that’s another way to get the word out and the nice thing is if they’re well attended, and companies will offer incentives to come to the programs that I teach. And I’ve had some where the rooms will be
they don’t want to get in an argument, so food can be a means of a tug-of-war between certain members of the some can be and some might be smaller groups under 10, most of them are between 20-40. So that’s a nice way. completely full, over 100 people. Now, they’ve been given an incentive to get there. They’ll get a card stamped
family. So, just being better about setting limits and making choices and having some loose rules around eating. They typically, the company, will pick a topic, but they are welcome to ask questions. They know I’m a dietician, so and at the end they would get, you know, it varies with each company. If it’s a small incentive, you know, I won’t
[Yeah, I like what you said about eating out, that families are going to do it regardless.] You know, yeah, I’ve they also have me as a resource after the presentation is over, so that’s another way. And health fairs, I can either pack a room. If it’s a big incentive, I’ll pack a room and still, I can picture there’s this one company and I always
learned a lot. You know, obviously I’d love for them to eat out less or to eat out where there are healthier options go to a health fair and go to a booth, which again someone would hire me to do. The last once I did, again it was call it “the theater and the rafters.” My presentation was transmitted to 3 other states, but I’m telling you, the
and there are healthier options out there. But that’s not where a lot of the kids want to go. They want to go to at Unigroup, and I had samples of some healthy snacks and I think that the topic was portions and how to keep people in the back row were asleep! They had no, they were there because they were told to be there, so I don’t
McDonald’s because they have the play-scape and they want to be with their friends. It’s not that they can’t go, portions down. So I bring resources there. Yeah, and I also help out, not as much, at screenings. Where someone know what would motivate them. But I think, for most people, I think age becomes a motivator. I think that as
it’s just teaching the parents frequency and how often. And just how that one meal, just once a week or however, might get their blood pressure and their blood work done and I would help interpret those results. But again, our health changes, that becomes… or as members of our family’s health changes, that becomes a motivator.
might fit in the rest of the week. Other parents are overly strict and say “You can’t eat out.” So it’s not just parents that’s not so much for families, that’s to target what issues they might have that we picked up in the screening Because we’re not going to eat healthier if we feel we’re doing fine. We feel fine, what’s the big deal about a
who have no rules set up whatsoever, some of them are very strict and can set the stage for issues later on with that day. So that’s just my role, not a typical dieticians role, but mine. [That’s very interesting. So it sounds like quarter pounder with cheese and fries? We feel okay. Our cholesterol’s okay. Well yeah, when you’re young that’s
eating. [Right. Ok.] the work place atmosphere is a positive environment to influence change.] I think so, yeah. [Because parents are great, but as you get older you do start to consider those things more. I think new moms, what I’m noticing, is
there, they’re there all day. It’s the perfect place to engage them, one-on-one.] Absolutely. new parents start off extremely conscientious. They want the best for… the greatest beginning. And I think they
start off really strong, where it becomes difficult is as schedules start to make it more difficult. [Yeah.] So, some
How do parents educate themselves about nutrition before or while consulting professional of what could have happened, and again I’m probably not a great person to ask that question to, is parents are.
Do you discuss family meal content and planning with your clients/patients? If so, what do you
nutrition services? Because I’m on the other end, I want to know the answer to it so I can target my education towards what they
find most prevalent in families today?
need. But what I think I’ve learned is, and this is from my experience, that I think that I taught parents and I
Well, since that’s not me, I’m not in the parenting stage of life anymore. Young parents? [Yeah.] My hunch would used to teach more and work with them more based on my goals- not theirs. Based on what I thought was right
be that they would go to the internet and they have friends and they get on blogs. And the only reason I say that If they ask, but anytime, you know again, every client is so unique and so different. If they, let’s say, someone is
coming in and they’d like to lose weight, that’s what happens a lot at the beginning of the year, I’m swamped for them, not what they were willing to do and what they needed. So, it’s so important to listen initially to what
is because I have nieces that have kids and I know when they first had their babies they said in the middle of the someone wants and then what they’re willing to do to make that happen. One of the questions I ask at the end of
night they would get on a blog and they would learn all sorts of things. But those are lay people teaching lay with people who want to lose the extra weight they gained over the holidays. And you know, one of my questions
is about how, what does the family, what is the food environment at home? Because if they have packages of my first assessment with them is, “On a scale of 0 to 10, how ready are you to make the changes?” And I outline
people. So sometimes their information is fabulous, sometimes I learn more from them than they can learn from them. So, if they say they eat out 5 nights and week and drink a lot of soda and I outline 3-4 changes, so I always
me. But it does bring the potential for a lot of misinformation too. [Mm hmm. How effective do you think those cookies, chips, and snack foods- particularly at eye-level or easily in reach, it’s going to make their job very tough.
So we do get in to it at that respect, but it’s still basically geared toward the client. So really unless a client comes say not, “How ready are you to eat healthier?” not, “How ready are you to lose weight?” Because I know you’re at
methods are? I’ve heard a lot of people say that they read stuff on the internet, but…] That can be, but one of a 10 out of a 10. But how ready are you to do these things, and I will list some of the things that I’ve learned that
the things I do when I go out to do presentations, and my presentations are necessarily on, to parents on how to in- and I do have some that do this- that comes in and asks for specific information, like someone will say, “I have
a daughter and she’s gaining weight, and so am I. What can we do?” then it will be geared toward, you know, they’re going to need to work on. And I’ve never gotten a response of a 10 back, meaning that they start to think
feed their kids. It can be anything from eating out, it can be on diabetes prevention, it can be on how to grocery of the reality of what they need to do. Then it becomes tougher, it’s not… they can dream about it, but to make it
shop healthier- but one of the things I try to have, it’s the last page of my handout on any packet of information more toward both of them. [Gotcha. Ok. And then what do you find most prevalent in families today, regarding
meal content and planning?] Meal content and planning… Well, planning what I’m finding is there is less a reality, they have to work within their life, not my version of their life. [Right, right. Ok.]
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APPENDIX F: TRANSCRIPTIONS > RONNA CROFT (DIETITIAN)
How do you stay educated on best practices for nutrition? harmful issues. [Right.] That’s how I interject when I’m in one of those classes. [Gotcha. That’s interesting, because
my wife is border-line vegan, so she’s always interested in the cooking stuff.] Interesting. Yeah, so last night some
Every year, I go to, I belong to a group of dieticians. The names changed to The Academy of Nutrition and of the other things that came up were, and I had asked the question because the class wasn’t and I know some
Dietetics, but it was… I think that’s what it’s called, The Academy of Nutrition and Dietetics. It was the Dietetics things they might like, I have these questions asked to me all the time, the instructor would begin to speak and
Association… The American Dietetics Association. [Oh, ok.] So they have a conference once a year, it’s about I would ask, “So, where do you like to eat and do you ever have a problem when you eat out?” Because again, I
a 4-day conference, and a variety of breakout sessions are available so that, we all work in different areas, so I get asked this all the time and I knew every restaurant that she mentioned, all my clients have been to. Every one
don’t do tube feedings, for instance. So I’m not going to go to a session about, on nursing homes, about feeding of them. And it was just interesting how she said she’s never, she’s only been to one restaurant one time where
someone in a nursing home. So the nice thing is that you get to choose the sessions based on what you feel you they didn’t accommodate her. And she said typically if she talks to someone, other than the hostess, they’re going
need. That, but, I go to- any time I see an opportunity- I’m going for instance to a corporate wellness forum that to find something in the back to feed you. They’re going to leave the cheese out, they won’t put butter in, so
the American Cancer Society is putting on that just came across my desk and that’ll be in a few weeks. So, any anyways… [Yeah, they want your business.] Exactly, yeah.
opportunity to learn, one of the things about our department is that we’ve kind of been given a green light to
learn. [That’s great.] Because it’s really, having said that, I still keep up through emails. I’m on different feeds that
come to me that I’ve looked at and I feel are reputable. I read, I subscribe to a health letter; I’ve subscribed for
almost 40 years. It’s a great… it’s a great resource for me. And then I have my professional journal as well. [Ok,
gotcha. Wow, that’s great.] Mm hmm.
How would you describe the predominant demographic of your clientele/patients?
Diverse, because I could be in, in January I had to be in a five, I had five presentations that I had to do with
the city employees. And they were everything from, what did I do, from fire to water protection districts- so I
could be working with city employees and then I could go out to Unigroup or another company, or Worldwide
Technologies, or BNK, so all over. It’s extremely diverse. What my typical client is, is someone who’s working full
time because we do corporate wellness. So they’re working full time, I catch them often at their place of business,
which is where they work. Typically, I would say I see women, at least twice as many women as I see men. [Got
it.] And, you know, just through different means, as I’ve told you before the presentations or the health coaching.
[Ok, gotcha.]
Do you participate in any extracurricular activities related to the nutrition and health field? If so,
what have you gained from this experience? If not, what has prevented you from participating?
Yes, but I’m not sure I quite understand what you’re looking for. Like last night I volunteered at the cancer support
community, which they hold cooking classes and there is a popular chef and her name is St. Louis Veg Girl and
she teaches vegan cooking. [Ok, yeah.] Yeah, I don’t know a lot about vegan cooking, you know, I’ve eaten the
foods before but I don’t know how to… I don’t know as much about it as I could. I went to just help her with her
class, which means I’m washing dishes, I’m chopping vegetables, I’m just helping her present the class. She’s
doing the presentation. So something like that, but if you’re talking about things I do that keep my diet up or
my fitness up, I practice what I preach. [Well, I figured that much.] Well, not always. [Yeah.] Not everyone. [Yeah, I
think what I was looking for, what you touched on, was things outside of work in your day-to-day that engage with
nutrition.] Yes, so that, because what happens is the group there, I’ve done this 6-8 times a year, they know I’m a
dietitian and I’ve learned to keep my mouth shut because she is a chef and they’re coming to cooking class. But
the class, and she definitely knows my background, and someone walked in last night and I recognized her, she
said, “You know what kind of expertise you have working with you here tonight.” And I said, “The only expertise
I need to know tonight is how to chop, cut, and wash dishes.” [That’s right.] So I don’t want to take the show from
her, but the nice thing is when a question comes up is they’ll turn to me and ask and I usually can’t answer the
question. The question that came up last night was, “Which food is richest in antioxidants?” Well, I can Google
that for you, but what I did was try to give them resources and tell them about antioxidants as opposed to, and
try to let them know the main message is “it’s not about one food.” It’s about everything we eat. So one food
doesn’t have magic in it or any magical powers. [Right]. It’s overall how we use it in our diets. Let’s say, if I would
say oranges, which I didn’t because like I said I don’t know what that highest score is, its likely something like
blueberries… but I don’t want someone eating 3 cartons of blueberries a day because within that there could be
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APPENDIX F: TRANSCRIPTIONS > DIANE LOCHNER (PARENT)
As a parent, what do you believe is the best way to ensure proper nutrition for you Do you talk about family nutrition at home? So what tools, if any, do you use to maintain nutrition at home?
and your family?
Yeah we do, quite a bit. You know, both boys were involved in sports. And Rob and I, you know exercise and so For the family, I think it’s just making sure, I don’t know if I could say I have any tools, but I think just really
Both setting a good example, and making sure that we’re cooking as much as we can on our own and limiting that sort of goes hand in hand. And really like I said our meals seem pretty plain. You know it’s a meat and a making sure that we’re thinking about, you know four or five really good meals a week, kind of thing. And, you
the processed foods. [How often do you cook per week, at home?] We try to cook probably four times a week. Five vegetable and a salad. Maybe a rice or a bread, you know, kind of side but we don’t do, you know, a lot of starches know, straying from them in moderation. But I don’t, you know as a family we don’t use a food tracker or anything
times a week. It’s hard and it gets busy, but we both love to cook and so it’s actually easier and less expensive if and things like that so, you know we all talk about eating properly and make sure everybody has breakfast and like that. [Time is of the essence right?] Yeah. I don’t know if I could get the boys to do it although if it were
we cook, and better tasting, of course all that kind of stuff. [The benefits are much more numerous on that side that kind of stuff. [So what would you say the most significant topics, as it pertains to nutrition, are you talking convenient, maybe they would.
than eating out.] Yes. And I will say the weather actually helps us, because we love to grill. So that’s going to be about? ] I think mostly monitoring the boys when they’re doing fast food. Because they will get hungry after
good. So if we keep this weather up it helps our nutrition. school, kind of thing, and it’s easy to go by Five Guys or Hardee’s or any of those things, Raising Cane’s…I think So are most of the meals that you consume at home during dinner?
those are the top three. But they’ve gotten better at going and hitting, like, a Subway, or I’m trying to think what
Do you have any challenges with maintaining nutrition and health at all? else. I know Alex in college goes to a sub shop. Like a, like a fresh sub shop it’s not Subway. [Like Jimmy John’s?] Yeah. Breakfast and dinner. Like I said, the boys and I have breakfast every day. I eat breakfast. Rob’s getting
Yeah something like that, just a little healthier. better at it. But usually that’ll be one that he’ll forego. But then the meal that what we really cook for everybody
Yeah. I think part of it is having teenage boys. Number one, they eat a lot. And number two, I do have a tendency is dinner. For the most part both boys after high school have wanted their lunch packed, instead of eating lunch
to think that getting them, you know, baking cookies or getting them cookies or dessert is a nice mom perk. So how do you educate yourself, and/or your family about nutrition and health? at school, which I think is OK because again we can control it better and, you know, get fruit in there and get a
Which is something I should work myself out of. [But it could be a very healthy cookie!] Yes you can make some good sandwich in there. [School lunches are a whole other thing.] That’s a whole other scenario, now they will
very healthy cookies. [And that’s better than store bought cookies.] Yeah. Absolutely. I think probably a lot of it is, you know, when we look at recipes online kind of thing. Just checking some of the supplement a couple times. Like they’re something that they like in particular. Usually it’s the Chick-fil-A day. They
stats. Checking the info on the labels. And I think some of it’s common sense that, like I said when we put stuff on have it every once in a while. That one’s pretty hard for them to resist. [I can’t blame them. It’s OK to splurge every
What would a typical weekly meal plan look like for you guys? the grill, we do very little to coat it or cover it or sauce it up and we try to steam vegetables, you know. Steam or once and a while.]
grill vegetables. Most of the time. [That’s good. I love grilled vegetables.] We did some the other night, it was red
So weekly meal plan would be, you know, a meat of some kind, so I would say, we like burgers, chicken, pork. and yellow peppers and mushrooms. It’s just awesome. [Have you ever done asparagus on the grill?] We have. I Would you consider participating in a facilitation session with other parents to learn how design
Usually when we’re cooking then it’s pretty pretty plain. You know. We don’t use a lot of sauces or heavy creams or also like to do it in the broiler if it’s in the wintertime. You know and a little olive oil and sea salt. They don’t need might impact healthy eating habits at home?
anything like that. [So your purists.] Yeah yeah mostly. You know either baking the chicken or, like grilling it. Well, much. The only fear is over cooking. [Yeah, you know because you can’t see what’s going on put it in that foil.]
actually, same with fish. We eat more fish now, because my younger son likes it a little bit more than my older son That’s right. Oh yeah. [Part of this project is, you know, first of all doing primary research to understand what the challenges
does. [What kind of fish?] We’ll do salmon or tilapia. Those are pretty frequent. Because they’re easy to use and are and kind of hone in to see patterns between the things. But then the other part of it is actually coming up
good to get. We’ll occasionally, you know, do something like grouper or sea bass if you can get it. You know on Where do you go to find information about healthy eating? with some potential solutions and, you know, we do that through facilitation of others we don’t come up with the
sale. Scallops and shrimp we like a lot. We do a lot of grilling shrimp. [Have you ever had Arctic Char?] I think I’ve solutions but we guide others to a variety of solutions that present themselves. That might also involve, you know,
had it but I haven’t been buying it much at the grocery. Is it pretty good? [It’s kind of hard to find sometimes but I think probably the website and the grocery stores. They have some, you know some recipe cards and stuff like a health professional or a design manager, to help guide the process as well. Still trying to sort out what’s going
it’s like the furthest north fish to get. So it’s like, you know, really cold, really clean, it has a nice clean taste to it. It’s that. You know a couple. But probably mostly from information coming through either news or websites. to happen.] Yeah I would imagine that having consultants in a couple different categories would be beneficial.
like salmon, kind of, but it’s a little cleaner. Something to check into.] Yeah definitely. [Multidisciplinary representation.] I think so.
Have you or others in your household participated in a nutrition education program?
So where do you shop to plan for meals?
I don’t know that we have per se, a few years back I worked with a personal trainer, and they sort of, you know,
Usually we have a Schnucks that’s real close to the house and we frequent that quite a bit. And then my second did a meal plan suggestion. Around sort of recording meals and, I’m not as good as I like to be but, you know,
is Dierbergs. [Which one do you like more?] I think I like our Schnucks a little bit. It’s small, but you know, it’s a tracking calories and meals and stuff. I don’t know that the boys necessarily have. They may have gotten a little bit
little more customer service oriented than the big ones. [Yeah that’s a big deal. So they pay more attention to your in high school. But not much.
needs and it’s easier to access.] Yeah and if we are looking for something in particular we can call in. You know,
like have fish ready or the shrimp ready or a roast ready or whatever. Which is kind of nice. So do you track your meal content?
So who in your household is involved in the meal planning and preparation process? I try. I’m just not very consistent. I get really geared up and I’ll do it for like three days. [I’m the same way- I had
an UP band for a while and I was really into that, you know, like, seeing your steps and just understanding how
Mostly me and my husband. In the planning it’s usually a question for our sons. We will sort of say, “What much you actually move per day. I tried to put all of my food in there but it’s overwhelming, like if you can have
are you guys in the mood for for dinner and they’ll give us a few options and well we’ll do that. I’d say that we something that just automatically happens, like it knows you just ate a sandwich and it just puts it in there.] It is
don’t do the good job of doing a weekly plan, so to speak. It’s more like you know, three-thirty in the afternoon. still a little cumbersome so I think to, you know, like search the web site, or, you know, whatever. It takes awhile.
But all these places are so easy to shop on a daily basis that we end up doing that a lot. You know stop by the [Even with the app that’s built into the UP framework, yeah it’s accessible but you still have to think about
grocery store, pick up whatever that one or two nights’ worth of stuff because I like that better, too, than pulling “OK, I had eight grapes and a sandwich and a salad. It takes a long time, probably about a half hour.”] I know.
something out of the freezer. [Fresh is always better.] Yeah. [And you’re right, it’s a lot more accessible than it Because I like doing protein shakes, and I like throwing a bunch of stuff and then I’m like OK, one banana, you
used to be.] Oh yeah. Yeah, the seasonal aspect of a grocery store I think it’s gone. You know where you used to know, you have to go through all the lists.It would be nice if it were a little more convenient.
just be able to get certain things in season, now you can pretty much, the prices vary a little bit, but you can get
tons of vegetables and fruits. [I always find it fascinating that you can get strawberries all year long.] Oh yeah. It’s
like, “where are these coming from?”
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APPENDIX F: TRANSCRIPTIONS > CYMONDE LARRY (PARENT)
What role does nutrition play in your family’s lifestyle? How many meals does your family share in a normal day? How do you educate yourself and/or your family about nutrition and health?
It’s an important role. I try to make sure that we eat from all the food groups. I try to keep plenty of fruits on hand In a day? [Mm hmm.] One because of work. [Dinner?] Right. [Ok, so what happens to breakfast?] We just grab Well, I mean, when you say educate, I mean I know what we are supposed to do. I mean, I kinda know the, I
for my son as a snack. Is this as a teacher? [I’m going with parent.] Parent? [Yeah. Do you need to take that?] No. something, like today Dylan made him some eggs. I ate some granola, a breakfast biscuit. My husband doesn’t mean I look at the, we constantly looking at like the Food Channel and things like that. I mean, I know what
[Ok.] usually eat at home. [Ok.] At work, during the week, they have a cafeteria at his job. [Oh, ok. So kinda everyone vegetables and what super foods are good for you and what they give you. And I try to put those in. I like to do
fends for themselves in the morning?] Yeah, but on the weekend we do eat breakfast together. [Oh, ok.] My different recipes. [Mm hmm.] I kinda try to bring things in and not do the same old, same old. I try to get different
Do you have any challenges with maintaining nutrition and health at home? husband will usually fix breakfast. [Oh cool. So, during the week it’s dinner together at home, on the weekend it vegetables that I know would help us. You know? [Yeah.] Especially, and I mean I’m being very candid, having my
might be more than that?] All three. [All three?] Mm hmm. [Ok.] Pretty close. [That’s good.] son really, and him being an athlete and doing things, really pushes me to make sure that he is equipped and
Yes, because my husband likes to bring in chips and he eats candy a lot. [Yeah.] So, of course my son, even making sure that we are equipped. I think that if I didn’t have him, I may slack more. But I am kinda, I am very
though he loves fruit, and we love fruit, if it’s there, we are going to eat it. [Sure.] We are gonna, so the least How often does your family eat together at home? conscious of what he eats and we all eat the same things. So… [Got it. So he kinda keeps things in line.] Really,
amount of food that we bring into the house, I feel like we are going to have better control. [Gotcha.] And we he does. He doesn’t even know it.
make better choices. [Gotcha. So if the house is well equipped, then you are well equipped?] Yes. [Got it. Ok.] Everyday. [Every night?] Every night. [Ok.]
Where do you go to find information about healthy eating and nutrition?
What does a typical weekly meal plan look like for your family? What time do you usually sit down for dinner?
On the Internet. I may go and look for things. I have little apps on my iPad, on my phones and on my tablets are
So, I try to switch it up a bit. We, I prepare vegetables with every meal. The only person who does not eat It’s according to if my son has practice, if he has practice it’s earlier because we come home kinda late. So I would healthy recipes and things like that. So I kinda get it from there. [What’s your go-to app?] Let me find it. [It’s 3:29,
vegetables, the most of, is my husband. [Ok.] So, me and Dylan eat the most of any vegetable, like broccoli, say around 5:15, as soon as my husband gets home, he gets on it and we eat and then go to practice. [Gotcha.] so if you need me to cut it short, I can. I value your time.] I appreciate it. One thing that I want do want to say is
carrots, peas, we eat almost everything but brussel sprouts. So I’ll cook, you know, a protein, a meat. We usually If it’s a regular night, it’s maybe around 6, 6-6:30. [Ok.] We eat earlier because we have to go to practice and we that I definitely get a lot of things from is Pinterest. Because I like look up, that is one of my searches that I go
have a starch, like pasta or potatoes. [Sure.] And I’ll always have a vegetable. [Gotcha.] So usually it’s me and don’t get out until late. [Got it. That makes sense. You have like a window of opportunity there. Yeah.] Mm hmm. for… [Mm hmm.] But they are constantly sending me things for healthy meals and things like that. [And it’s very
Dylan eating a vegetable, unless its spinach or corn, my husband will eat that. [Alright, so he has 2 vegetables visual. You see it and you say like “Oh, that looks tasty. I want to make that.”] Mm hmm. So Pinterest is really my
that he’ll eat?] Two vegetables. And I try to make sure that I get those in. I try to make sure that he can eat, so like Who in the household is involved in the meal planning and preparation process? go to. [Ok.] I would say.
tonight we are eating broccoli. [Got it.] He is not going to eat it today. He’s not going to eat that. [Gotcha.]
Mainly me, but I ask for their input. [Ok. On planning?] Mm hmm. I usually say, like today, I asked my husband What tools or strategies do you use to maintain nutrition and health at home?
What is your family’s weekly grocery budget? and I said, I asked him was there anything in mind and he said he wanted some meatloaf. So I told him that’s
fine, and then Dylan asked can we have some broccoli with the meatloaf and I said that’s fine. [So they contribute Not to buy as many unhealthy things. Bring more things in that, with my son in particular, he’s really, he really
I don’t really have a budget. I go kinda, I go usually once a weekend and get the fruits and everything , but to the meal planning and as far as cooking goes, do you do most of the cooking?] Mm hmm. [Ok. Does Dylan just has healthy habits. I think he has, so he’s constantly, I try and keep him hydrated and tell him to drink plenty
then we usually we run out of it. Our 12 year old kinda goes through it pretty quickly and so then…[Scarfs it help out?] Dylan helps me out. [Ok. What does he help with?] Really he just helps me prepare. Like with meatloaf, of water. I don’t bring soda in to my house because that is a no-no. [Right.] He gets it, but I try not to bring it.
down.] I mean, really. So, then usually I have to ask my husband, like yesterday I said could you go by and get he likes to kinda get in there and help with that. He’ll even like, cause usually I get the frozen broccoli [Mm Keep plenty of juices and just making sure that no one is not making better choices and not bringing in as
some oranges or some bananas, because we are out. Dylan has cleaned, and strawberries… [Gotcha.] So he has hmm.] and so then he like usually puts that in the microwave and gets that together and puts it in the bowl. I much damaging food in the house. Because we try not to eat out as much. [Mm hmm.] Because that is, that is a
cleaned us out, so usually one of us has to make another run. And so you said the budget, I usually spend about mean, he’ll help out with anything, he liked to cook, like he wants to be Master Chef, or whatever. [Cool.] But like struggle. And that’s why I try to get home as early as I do because it is a struggle with him and his sports that so
$150. [Ok. Per week?] About every 4-5 days. [Ok, gotcha.] Mm hmm. I said, on the weekends, when my husband is a cook too, I mean he likes to cook and usually on the weekends he easy to say, “Ok, I’m not going to cook today. We’re just going to pick up something.” [Right.] And so I really try to
does more cooking. [Got it.] Yeah. [Alright.] Because he gets home later. [I see, so it easier for you to sort of take make myself go home and get there so I can cook. [Right.] Because that’s the best thing for us. But you know it’s
What does a normal dinner consist of? over the dinner during the week when he’s not coming home as early.] Right. [Got it.] very easy to say... [Yeah.] ...Forget it. [Yeah. How often to you eat out per month?] I would say per month… [Yeah.]
Maybe, in a month, maybe, I would say, I could see 5 times. I mean, it’s more on the weekends. [Sure.] That we
N/A Do you talk about family nutrition at home? may go out maybe 5-7 times. [Ok.] I can’t really… [So maybe 1-2 times a week?] I’m just thinking about this
weekend, I don’t even think we ate out. We didn’t eat out at all, but I mean that’s just that weekend. It was cold
and all. [Gotcha. Yeah, I understand that. It’s supposed to be nicer this weekend.] I know.
Where do you primarily shop to plan for meals? Are there any other places you go to We do. I keep telling my husband stop bringing in all these chips and the cookies because those are, even
supplement? though we do eat the fruit, we eat the fruit, and then we eat… I mean, we are going to eat it as long as it is
brought in. [Yeah, sure.] And not that I don’t want it brought in, but just not as often and as much. [Got it.] I mean Have you or others in your household participated in a nutrition education program?
Usually it’s Schnucks and Dierbergs because they’re close to me. But we do go to Whole Foods because we like we like dessert as much as anybody, but it’s not so much. I would rather him snack on fruit and things like that,
versus chips and things like that. So… [Gotcha.] I don’t think so, no. Not to my knowledge. [Ok.]
to get some things from there, so we do go there too. [Gotcha. So, Schnucks and Dierbergs are your anchor, and
then you supplement with Whole Foods every once in a while?] Mm hmm. [Ok.]
If so, what topics are most significant? If not, what has prevented your participation?
N/A No, I jut don’t think the opportunity presented itself. [Got it. Ok.]
If not, what prevents you from discussing this topic? If so, what did you take away from the experience?
N/A N/A
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APPENDIX F: TRANSCRIPTIONS > CYMONDE LARRY (PARENT)
How do you feel about your child’s/children’s school lunch program?
I really like it. [Good.] It’s very balanced. He goes to a private school. So they have to bring their lunches in. Even
then when he, like today he brought his lunch, but he had things on hand that were, you know, healthy. [Got it.] It
was good for him, but even if it was coming from home, the school has an excellent program. [Good.] Mm hmm,
we pay for it. [Yeah, right? I’m sure you do.]
I would say Dylan takes his lunch on an average of, he doesn’t like cheese, well he likes it but he’s particular. [Got
it.] It’s usually maybe once a week that he brings it. [Ok.] He brings his own lunch. [Ok.]
What would you change about your family’s nutrition habits?
I mean I would love it, I mean this is something that I’ve been working on, but I would love it if I could get my
husband to eat more vegetables. I would take more chances with things that I cook and incorporating like, so
many recipes that I would love to do but they incorporate vegetables more so, not just as a side but maybe… [As
the star?] Right. I don’t do it because I know my husband isn’t going to eat it. [Mm hmm.] So I don’t wanna, you
know, I don’t wanna make two meals, but I mean, literally, I would love it if he would eat more vegetables and
take a chance because then I could expand our variety in what we eat. If it was just Dylan and I, we would most
definitely be eating it. And so I do want to say this, over the summer I do do that more like for lunch, I may make
something because I don’t work over the summer, so it’s just me and him, me and Dylan. And so for lunch I do do
that more. [You experiment more.] Right. I can experiment more because it’s just the two of us.
Would you consider participating in a facilitation session with other parents to learn how
design might impact your family’s nutrition habits?
Sure. Mm hmm. I’ll participate. [Excellent.]
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APPENDIX F: TRANSCRIPTIONS > ENRIQUE VON ROHR (PARENT)
As a parent, what do you believe is the best way to ensure proper nutrition for you Who in the household is involved in the meal planning and preparation process? Have you or others in your household participated in a nutrition education program?
and your family?
Both my wife and I. We’re both pretty, we trade off pretty, I would say, fifty-fifty. I would say I probably do more No, I don’t think so. [Is there anything in particular that has prevented you from doing that, or just, interest?] I
Well you know there’s lots of talk about financial…but certainly buying the right foods. You know. I mean I have cooking sometimes, but it goes up and down. But it’s both of us. And we try to involve the kids at different think it’s just, I mean maybe we’ve done it through school, maybe through school. I can’t think of, well I mean we
a grocery list that I have, that I look over each week. We buy fairly consistently the same stuff. We have like the times. [How does that work, what successes have you had there?] Well Isabelle is responsible for her breakfast haven’t done it because Gabriel has all the allergies, so we haven’t gone to like a cooking thing. I can’t say that
same menu. We like to be able to shake it up. But buying the right ingredients is paramount. No processed and her lunch, if she takes it to school. We make lunch for Gabriel every day and we make breakfast for him but we’ve ever gone to an event or that we’ve done any kind of training. I think it’s partly because we just haven’t
anything, you know. I was gonna say, you know, we buy in bulk. We buy mostly, so it’s cheaper. But we buy, and sometimes we try to get him to make his lunch. And yeah, but by and large, we try and get the kids involved in felt that it’s a priority because we feel that we’re doing a reasonably good job already. [You seem to be. You seem
so we’re part of a co-op that we buy like whole grain and those things. We bought a quarter of a cow from a meal preparation. Sometimes I just don’t have the energy for it. [That’s interesting, so it takes sort of another level pretty darn aware of what you’re putting in your body, so. Which is more than a lot of families can say, I think.]
farmer. So we’ve got plenty of beef in the house. We buy salmon from out neighbor who gets it shipped down of effort or energy to engage the children?] I have to be in the right mood. Because food , yeah, it’s gonna be like
from Alaska from a boat. So if you start adding it up, like we spend more money on food, but it’s like having the messier and takes longer and so, you know, you have to sort of be in the right frame of mind to do it. [Do you How many meals does your family share in a normal day?
right ingredients, I mean, you know, you can tell, I’m now at a point where I can definitely tell the difference one have two kids?] Yeah. [What age?] Seven and eleven. [And you have a son and a daughter, right?] Yeah.
chicken or another chicken. So, over time, yeah. Breakfast and dinner. Consistently, I think we eat dinner together every single night. [Sunday through Saturday?]
Do you talk about family nutrition at home? If so, what topics are most prevalent for you? Yep. [And you said you eat out, maybe once or twice a month?] Yeah. But we have a dining table and a kitchen
So do you have any challenges with maintaining nutrition and health at home? table that’s covered with other stuff, but we have breakfast at the kitchen table that we eat sort of, like, we’re
Yeah at dinner time. Sometimes we’ll talk about it. [So what topics do you prioritize? Nutrition’s a broad topic.] talking, and we eat at different times there, but dinner, it’s not like we don’t, we’re not a family where the kids will
Well it’s like I said, I think it’s just, well, I think if you buy the right food to begin with, and you make that decision We prioritize eating green vegetables, like salads and fruits, fruits and salads. That’s sort of the one question we eat at one time and the parents will eat at another time, or the kids eat over there, the parents eat over here. We
to begin with, it’s like what happens in the house doesn’t matter anymore. Because it’s all, all the good stuff always ask, sort of, “did you get your greens”? That’s sort of like, and then sometimes we’ll say, like they like to always sit down together. And, it’s rare that when, you know, like maybe the kids start eating first, or we’ll jump
is there. It doesn’t matter what you eat. [It’s about the equipment.] It’s the equipment. If you have really good drink a lot of milk. And we say, “hey you shouldn’t be drinking that many glasses of milk a day”. We try to limit in, because we’re in the middle of something else. [Usually, everybody’s eating at the same time.] Yeah. And if I
equipment, then you can do what you need to do really well. And so, I mean, I remember this guy I knew a long them to like one or two glasses of milk a day. So when we see them gravitating, like the kids will gravitate towards have meetings, or Melissa has meetings, then it’s the three of us that eat at the table. But consistently we eat at
time ago, I still know him but he was always like, “my body is my temple. I only put the best in my body.” You easy things for snacks also. You know, so we will you know, sometimes, and you know this gets back to like, not the dinner table. [Awesome, you should be proud of that. That’s an accomplishment these days. That’s sort of the
know, and he had this attitude, it’s like he didn’t drink, he didn’t, you know. But then I would go to a restaurant having the stuff in the house. If we don’t have it in the house, then they have to eat the fruits and vegetables. I old world way of doing things that’s kind of been growing more difficult as our society quickens its pace.] Yeah,
and he would order like, he was like this really wealthy guy, and he would order this, like, triple lobster salad. mean, it’s kind of a prison, you know. They are locked in there, they can’t go to the grocery store, so, you know. I honestly can’t imagine not eating with my family. It would be kind of weird. I mean it would be weird, I mean
You know, and he would only do this, he would do this like once a week. It’s like, that’s not healthy. So yeah I we don’t, like we don’t have a television, so we don’t have those sorts of distractions. [Better for the electricity bill,
think it’s, so then it becomes sort of like affording that, affording the good stuff. You know. Making sort of like How do you educate your family about nutrition and health? too. Well, thanks Enrique, this has been extremely helpful.]
a decision about what to buy. Because you can go buy a piece of meat that’s really inexpensive, but who knows
what it is, you know? And you can do the same with chicken, or fish, or whatever. We don’t know where our food I don’t know that we’ve ever had sort of a sit down. We have books that, at certain times, that we’ll pull out. That
comes from. So, the more you know that, so I think it starts with that. I mean, okay yes, you could probably buy all we have, I mean I remember when the kids were younger, we would talk about, I remember a couple of books
good nutrition, or all good food, but only eat one thing all the time, which would not be good. So, I think maybe where we would talk about nutrition. We read a lot in the house, we’re a big reading family. So we are always
that’s where I default to like, well, yeah, we buy the whole grain organic rice pasta. But you really shouldn’t eat looking at stuff in books. So I think that’s happened already, a little bit. [Gotcha. It’s sort of automatic since you’re
that every day. I guess if I didn’t, if my wife wasn’t home and I didn’t have any kids, I’d probably eat that all of constantly consuming knowledge.] Right. I’m not sure that we have, you know, a monthly nutrition sit-down
the time because it’s easy to make. But it’s not nutritionally good for me, you know. So I think going back to this conversation, you know. I think it’s sort of happened but the way it’s happened is that it has been through either
idea of, you know, seeing it, and being, or the MyPlate scenario, you know, it’s like, I don’t have, like, necessarily coursework in their school, which there has been some, and we really take opportunity at those times. And then
good strategies once the stuff is in the house, to make judicious decisions over the course of a week. We certainly reading books.
write a menu out for the week, and so we have like the menu, and we have that posted on the refrigerator, so we
know what we’re gonna make. And, you know, because with all the schedules with the kids and everything, it’s What tools do you use to maintain nutrition at home?
like, if we don’t, we get home and we’re standing there scratching our heads, like “what are we makin’?” Because
we don’t, we try to buy everything so that we don’t have to go to the grocery store during the week at all. [Yeah, None. I mean, we don’t have like a chart or anything. We don’t have like, I mean we’ve done things in the past,
because it’s a pain in the neck, right?] Right. And so, we already go to four different places. [Where do you go?] around chores, where we’ve had like checkmarks, like we try and get them, like “did you eat your fruits and
We go to Schnucks, Whole Foods, and Trader Joes and Target. And we do that all in, like, a two hour period on the vegetables?” you know, like, but it never ends up, it doesn’t last. It’s not consistent, it lasts for about a week and
weekends. At certain times, I can get in, and my wife can get into Trader Joe’s and buy everything we need there then we forget about it. [Yeah, it’s kind of like diets right?] Yeah it’s exactly like diets, it’s really hard to maintain.
in a matter of like fifteen minutes. [Yeah. Because you just know it.] We just know, we have a list. Every week we It’s like you have to get it at the very beginning behavioral, or you have to figure out the habit, I mean it’s like,
sit down and we make our little list. And we buy it. And that’s sort of like, that’s it. [So, you pretty much answered don’t bring it in the house. If you shouldn’t be eating it, don’t bring it in the house. But nutrition, what you should
my next question, which was, what does a typical…] I’ll send you that. [That’d be awesome.] I haven’t, like, taken be eating when, what things have certain vitamins in them, we don’t really get into, we give them vitamins every
pictures of this, but like, that’s what it looks like every single week. It’s like, one side is the menu for the week and day, like they all have their multiple vitamins, but, and so we make sure that they are, like we say, like, “hey, did
the other side is the grocery list. And it’s like, Target, Trader Joes, Schnucks and Whole Foods. And that’s it. [So you you have your vitamin today?” So, we’re always, like, reenforcing that. [That’s awesome. It’s kind of the minimum
basically have a list of ingredients that you pick up from each store?] Yeah. [And you just do your brewery hop?] right, to make sure they get those minimum nutrients and then go from there.]
Yeah, right. And I have an Excel chart that lists all the different things that we typically get. And when making
the list for the week, I go down that list and make sure that I have covered everything and that I look in the
refrigerator and blah, blah, blah.
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APPENDIX F: TRANSCRIPTIONS > DAVE AND ALISA COOPERSTEIN (PARENTS)
What do you believe is the best way to ensure proper nutrition for you and your family? night for two months. [That had to have been rough.] It was brutal. It was very difficult. like that. [Dave: She does some of her homework.] She does some of her homework, yeah. But, she has. So, it’s
just based on her mood and whatever she’s doing.
Dave: What do we believe, not what do we do. That’s different. Where do you shop to plan for meals? Dave: She likes to bake. She likes preparing desserts.
Alisa: Say that again, I’m sorry. [What do you believe is the best way to ensure proper nutrition for you and your Alisa: We shop at Schnucks, Trader Joes.. [Dave: Target.] That’s our two major places. [Dave: And Target.] And Alisa: And she likes to make pasta. She likes to, yeah. So that’s, yeah. [Dave: Chops salad.] Yeah, she can chop
family?] I think it’s putting into, I guess, demonstration or putting it into practice. So incorporating healthy eating Target. vegetables and things like that, but, so she has, but you know, based on her interest.
at home, trying to incorporate healthy choices, vegetables and fruit, in meals. Minimizing sugar and snacks and
so forth. So I think it’s just trying to just, and us trying to do it in the home. Leading by example. [Yeah, yeah I Dave: Yeah, the grocery Target. [Why do you choose Schnucks vs. Trader Joe’s vs. Target?] Do you talk about nutrition and health at home?
would agree with that.]
Alisa: Good question. Some of it is convenience. Mostly it’s convenience or what I’m purchasing. [Dave: If there’s Alisa: We do. [No, not yet.] It’s a struggle just because. And she’s not the pickiest eater but she’s also not the
Do you have any challenges with maintaining nutrition and health at home? a specific type of food we need to purchase.] So it depends on.. most adventurous eater, so, but we talk about it, we definitely limit, you know, there’s no sugar cereals during the
week, and it’s only on the weekends. There’s, you know, candy, vegetables with meals, if she wants dessert she
Dave: Yes. [Could you tell me more about that?] Our biggest challenge is just scheduling, just planning ahead Dave: Like we get our meat from Trader Joe’s. And we don’t buy meat at Schnucks, for a number of reasons. But if has to have fruit for dessert, sometimes fruit is the dessert. Or you know, if we go out to dinner, she can have, you
and scheduling, and that, now we just don’t, we never know what food we’re gonna have or when we’re gonna we want like, regular cereal, it’s hard to get that at Trader Joe’s, so you gotta get it at Schnucks. [Yeah they have the know if she has a sugar drink then there’s no dessert, or something like that. So we’re trying. You know, she has
be able to go shopping or you know, what our daughter is gonna want on a specific day, and so, it’s really hard to weird cereal at Trader Joe’s.] Yeah. an idea of what’s heathy.
plan a week’s worth of meals if you don’t have all of those things. And so it’s hard to plan healthy meals, let alone
any meal, if you don’t have a plan in place. It’s really hard to make a plan. Alisa: But that also goes back to Target, because if I’m gonna be at Trader Joe’s getting whatever I need at Trader Dave: It’s gotten better over the last year, because she’s nine. So..
Joe’s, and I need cereal, I can just go in the mall and go to Target. So I can do everything that I need between
Alisa: Yeah I think the thing is, just working full time, just balancing priorities, I think if I, you know, if I was not Target and Trader Joe’s but then sometimes I don’t know. It’s always Schnucks in the background. So it’s more Alisa: She knows what’s healthy and what’s not. But, like I say, we all can do better. [So you make a nod towards
working full time, that you could, you know say you have that time during the day to be more organized and plan convenience of where I’m going, or where else I’m going to. Like if I have to go to Walgreens, then I’ll just go to what’s healthy, what’s not healthy, but you don’t necessarily talk specifically about nutrition at home?]
ahead. But when you’re scrambling just to get through the day, you have to be more organized and I’m not, so it Schnucks because they’re right next door to each other. Or if I have to go to Target to get something, I might as
leads to what Dave just described. [It’s sort of a domino effect, if you’re not set up for it in the beginning to handle well just go to Trader Joe’s or vise versa. So it’s more based on logistics of what we need. Dave: No, they talk about it a lot at school so we don’t have big conversations about nutrition usually.
whatever situation may arise, then it just kind of snowballs.] Right.
Dave: If we need crickets for the lizard, we’ll go to Trader Joe’s. Because it’s right next to Petsmart. [You can get How do you educate yourselves on nutrition and health?
What would a typical weekly meal plan look like for your family? crickets at Trader Joe’s?] No it’s right next door to Petsmart. [Oh OK, I was gonna say, I hadn’t seen those yet. On
their new items endcap.] Dave: I listen to my wife.
Dave: What would we like it to look like or what does it look like now? [What does it look like now? We’ll start
there.] Who in the household is involved in the meal planning and preparation process? Alisa: I look at, like say what calories are there, you know, what we can do to say, cut back on calories or eat
something that’s not so processed, something that I can adapt to it. But, so I look at it that way. If that’s answering
Alisa: Well, let’s see. In general, there’s probably always some sort of pasta, there’s a pasta, there’s a chicken dish, Alisa: Me. [You, solely?] Ninety percent. your question. But again, convenience is always a factor. So, we fall back on not, maybe not the best choices, just
hamburger in there somewhere, you know, just in the main course. because of convenience. [I think we all suffer from that.]
Dave: She doesn’t do all of the cooking but she does a lot of the cooking. But she does almost all of the planning.
Dave: And then there’s days when we’re lazy so a pizza day, or a cheese quesadilla day, stuff that’s really easy to [As far as cooking goes..mostly you, or?] Where do you go to find information about nutrition?
make.
Alisa: Mostly. Ninety percent. Alisa: Oh, usually just reading labels. Yeah, just usually reading labels.
Alisa: Sometimes it’s breakfast for dinner.
Dave: I wouldn’t say ninety, I’d say like seventy. Dave: Well you read articles online too.
Dave: Yeah, pancakes or waffles for dinner or something. Just because it’s fast and easy. [Yeah, I like breakfast for
dinner.] Yeah, our daughter loves it too, so that’s always easy. Alisa: Let’s compromise and say eighty. Alisa: Yeah, I mean I read articles or look for recipes, things like that. So I think those kind of, just yeah. Online, or
labels.
Alisa: Then, leftovers. Dave: Wait, but you started at eighty, how’s that a compromise.
[Are there other tools that you use at home to maintain nutrition? Like, different strategies or methods that you
Dave: Yeah. We’ll do leftovers and then, you know if there’s a special occasion or something, we’ll go out. Alisa: I’ll go, eight-five. Yeah. use, or…]
Alisa: Or if we’re exhausted. [So you have one child, right?] Dave: Like we said, we have a vegetable with every meal. We include a vegetable with every meal, we have her
drink her milk with her dinner, we won’t have sugar cereals in her meals at home, having sugar drinks with her
Dave: Yeah if we’re too exhausted. Friday we’re just too exhausted, we’ll go out to eat. And we try not to go out to Dave: Yes. [And does she ever help with cooking or anything like that, or..?] meals at home. Except for a special occasion. So, milk with her meals. [Alisa: Or water.] Or water. And try and limit
eat more than once a week. And we usually don’t even go that often, but it happens. [Yeah. Like when you were her intake of candy. Which is hard to do. But.. [Alisa: Is that what you mean by tools, or…?] [Yeah. I mean a tool
getting your kitchen redone and you had to eat out a lot?] Yeah that was ridiculous. We ate out just about every Alisa: She has. I mean, honestly, when I cook after work, it’s after I pick her up from after care, and that’s her time can be a physical thing or it can just be a methodology that you use at home.]
to ‘veg out’ so usually it’s like a certain amount of time that we let her watch TV or you know, play, or something
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APPENDIX F: TRANSCRIPTIONS > DAVE AND ALISA COOPERSTEIN (PARENTS)
Alisa: Yeah, I mean one thing we don’t do is, like, portion size. So, I mean I might look at it to figure out, like a Dave: Yeah, and then after that, she you now, became aware and really started telling everybody that she’s allergic Dave: Which is, well, you know that’s a salad. But, and it’s there every day and if you don’t like the hot lunch you
pasta box or something that might say the portion size is, like 3/4 cup per person. There’s three of us. I don’t to nuts. So then it became a mental thing for her, like, you know, I don’t eat peanut butter, so I probably shouldn’t can get the salad bar. And some of the meals only come with the salad bar. So it just depends.
measure out you know, whatever that is. [Eye it.] Exactly, you know i kind of just throw it in there and then eat sunflower butter. Like, it just became a mental block for her, so as much as her unwillingness to try it. [So, the
that leads to leftovers or something like that. Or, whatever the portion size is for crackers or something, you peanut allergy, has that affected the way you guys shop, or plan?] Would you ever consider participating in a facilitation session with other parents to learn
know whatever. Or cereal, I don’t measure that out. We don’t, I’ve thought about it, but it’s not something that, about how design might impact your family’s nutritional health?
especially when it comes to cereal, when you see the portion size, I’m not doing 3 cups, or you know 3/4 of a cup. Alisa: No it doesn’t, she can be around it, I mean I still eat peanut butter and it’s still in our house, so it’s not
that serious she just can’t eat it. But I’m just saying is that I think it’s just, it’s just for her lunch she eats a lot of, Dave: Yeah, I’d do that. If our schedule permits, then yeah, I would do that.
Dave: A lot of that just comes down to convenience. Time and, effort. [Well, it’s not like the cereal comes out in 3/4 like cheese, she eats a lot of cheese.. [Dave: And dairy products.] And dairy products. So it would just be nice to
cup increments. You have to get your measuring cup out and pour it in there, and..] incorporate a different food item into her lunch that she can have. [Gotcha. Does she like almonds?] Alisa: I’d do it. I’d do it to help you, Jason.
Alisa: But some people do for healthy eating, so, but that is a tool that I do not use. Dave: She can’t eat those either. She’s allergic to nuts. [Alisa: Tree nuts and peanuts, yeah.] We didn’t think, we [Well, so just to give you a little bit of background, the project as it unfolds is going to require further research so
thought she may have grown out of it, but I was proved wrong at a party, so it did not go well. She ate a Rice this is part of it is sort of on-the-ground interviews to understand from the unique perspective of you guys what
Have you or others in your household participated in a nutrition education program before? Krispie treat, she was off on her own and she ate a Rice Krispie treat and.. [Do they have nuts in them?] Well, you’re dealing with, and then, later on, in a month or a month and a half or so, I’m going to put together some
I’ll tell ya. She ate a Rice Krispie treat and then I walked by to see how she was doing, and she was eating a Rice sort of a session that looks at ways that we can use design to improve nutrition.]
Dave: Not a formal one, I don’t know, do you do anything at work? [Alisa: No.] Alisa works with very healthy Krispie treat, and she said “Do these have nuts in them?” And I said, “I don’t know, have you eaten it yet?” and
people. [Gotcha, so that carries through, then.] Yeah, exactly. Osmosis. [So my next question is going to be..] she said, “I ate one already. This is my second.” And so I yelled down to the people downstairs and said, “Whoever Dave: Yeah, I’d be interested in that. If you can’t get both of us at least one of us would be there.
made the Rice Krispie treats, do they have nuts in them?” And the person yelled from the basement, “Yes! A lot of
[Is there anything that has prevented your participation in those things, or just..?] peanut butter!” And I said, “Grace, you need to stop eating those.” And then she kind of didn’t feel very well, she [Very cool. Well that sums me up, I’m done. I appreciate it!]
felt a little queasy, at first I was like, “it’s just a mental thing”, because..anyway, we gave her some Benadryl and
Dave: No, just haven’t gone through the effort. for an hour she was pretty good. And then.. [Alisa: Then she broke out in hives.] No, she said “I think have to go to
the bathroom” and couldn’t really go to the bathroom and she came out of the bathroom and she’s like, “I don’t
How many meals does your family share in a normal day? feel…bleehhh” and it just all came back up. And then at midnight that night she woke up and she had hives all
over her belly. [Oh my gosh.] Yeah. So she can’t ingest nuts. And she is still in that condition.
Alisa: Normal day? We have breakfast together. And we have dinner together see, oh, well definitely five days a
week, definitely breakfast and dinner. On the weekends, just depends on schedule, like one of us is eating at the How do you feel about your school’s lunch program?
same, if not both.
Dave: It’s kind of mixed. We’re not really sure. Because we don’t really get all, the full report from Grace all the
Dave: On a typical day it’s two meals. Because there’s, you know, meetings that show up and you just work late or time. And they say they try and balance it out, but we’re not really sure that they do.
whatever but a typical day would be two meals. We try to do dinner together whenever we can. [And breakfast is,
do you cook breakfast? Or..] No, it’s, we all make our own breakfasts. And we just happen to be eating at the same Alisa: It’s not as healthy as they make it seem like it, they’re like, because they say they don’t do fried foods,
time. So we don’t actually plan to eat together, we’re just sort of all there at the same time, because we all have which they don’t, but I mean, she has, I mean, they incorporated what they want kids to eat, whatever they serve.
different schedules getting ready. But we usually end up sitting at the table together for breakfast. [OK. You said It’s like, now they’re serving nachos as a meal. Which I’m not sure is the most healthiest choice. They have mac
you try to eat out less than once a week?] & cheese, they have pizza. It’s kid friendly food. They have, like, chicken fingers, they say it;s not fried, that it’s
breaded, but I mean it’s still probably.
Dave: Yes. [OK. What about lunch, so do you pack Grace’s lunch or..] We pack, I would say that 60% of her lunches
are made at home in the morning, and packed. She really likes getting hot lunch at school. There’s only certain Dave: Well and then when they try an item out that is theoretically healthy, like, some sort of meat dish, or
things she likes, so we don’t sign her up for hot lunch every day. But we also like being able to give her what we something, the kids don’t eat it. And so they take it off the menu the next month. And replace it with something
want. But it’s never, it’s usually not hot. We’ve tried the thermos. She likes some things in the thermos but some that might not be as healthy. [That’s interesting. So because the kids don’t eat it, it sort of forces the menu to
stuff gets cold in the thermos so that makes it hard. So then lunches end up being a lot of sandwiches, a lot of change back, revert back to what it was before.]
yogurt. Bagel and cream cheese. Stuff that’s easier for her to carry and easy to keep cold and easy to prepare.
Alisa: Yeah, like they have hot dogs on the menu, hamburgers. They have kid friendly food.
Alisa: She’s allergic to peanuts, she doesn’t like, I mean, no peanuts, no peanut butter, like I said, no peanut
butter and jelly sandwiches. That would be so great if I could just make that for her for lunch every day, it would Dave: Like the kids didn’t like the recipe for mac & cheese, so they were going to take it off the menu. But then
probably be healthier then. [You ever tried sunflower butter?] She doesn’t like it. I tried it too late in the process, they just changed the recipe for mac & cheese. Like instead of replacing it with something healthy, they just
you know, like when she started, she was in a full time day care, where lunch food was provided but it was not replaced it with a different version of mac & cheese. You know, but they, you know, their website does tout the
free, so by the time I started making lunches, she was five and a half, and it was, I just started going the cream healthiness of their meals, but it’s hard to really..
cheese route, because she liked it, and by the time I started incorporating that sunflower butter it was too late.
[The tastebuds had evolved around that.] Yeah exactly. If I would have incorporated it then, yeah. Alisa: And they do have a salad bar, that they have access to, but I don’t think, I mean, I know Grace doesn’t eat it.
[Dave: She used to.] She would eat cheese.. [Dave: Cheese, lettuce and carrots.]
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APPENDIX F: TRANSCRIPTIONS > CAROL BREEZE (PARENT)
What do you believe is the best way to ensure proper nutrition for you and your family? like spinach and avocado and celery. And then I put some frozen mango in there with like a half a banana, and what your situation is going to be whether you’re gonna get home at seven o’clock or going to get lucky and get
that works out well. I put chia seeds in it, you know, so it’s a pretty good smoothie. You know, it’s not a sugary home or five thirty or six?] Mm hmm. Or I’m tired or I have to deal with one of Steve’s medical issues that night,
I try to look at it over the sense of the time of a week. I try not to look at it daily because daily is a little too smoothie. But I also know that my boys like pizza and they like the comfort foods too, so I kind of relax a little bit you know. Or like we just want to go do something fun, or have like a fun thing to do or something you know.
hard. But in that week we try to just get a variety of foods in us so, and with my son who’s five, I call it eating a on the carbs like so we’ll eat like, I’ll make a frozen pizza from Trader Joe’s because they have fewer ingredients So yeah, it varies, but we do have dinner together every night, which I think is good. I hear a lot, I always read
rainbow. And I think when he was born is when we really started pushing towards this. But then more recently, and then we have that along with the salad. And the vegetables kind of take up half the plate is kind the idea. about families that don’t have dinner together and I don’t understand that, I’m like “How can you not have dinner
my husband has some medical issues, so we’ve been pushing towards that even more. For us as well, not just And sometimes I do a lot of sweet potato fries, because that’s really a vegetable and it’s not like a carb starch as together?” Maybe we’re not old enough yet to deal with that, I don’t know. [Could be.]
doing it for him. much, you know. So I make sweet potato fries and some protein thing, like we had tilapia the other night, you
know. But it’s really geared around the vegetable now. [Plant-centered foods are the star, not the meat?] Yeah I’m How often do you eat out?
Do you have any challenges with maintaining nutrition and health at home? trying to do that. That’s why I have to go to the store every couple of weeks, because we go through the produce
pretty quickly. And I’m lucky Steve and Atticus will eat all the vegetables that I make, and we eat a lot of broccoli We eat out once to twice a week. The same kind of rules apply. Like if we ate a bad thing for lunch, then we’ve
It’s easier at home than when we’re out of the home. But it is a lot of work, I mean, you have to read every too, like that’s my go-to, if I don’t make a salad, it’s usually broccoli. [Cool. You cook it?] I steam it. Sometimes we got to eat something healthy for dinner so that kind of guides where we go. You know so like, if Steve and I had
package and see what’s inside, you have to research ingredients. I got to a point you know where, you know, eat it raw. Actually I like it raw chopped up on a salad too. That’s good. We put, the other go-to vegetable is snap hamburgers for lunch for some reason, like we would go to like the sushi place for dinner. You know what I mean.
usually when I food shop, I go to the produce aisle first. I try to structure our meals around the vegetables, and peas and green beans, we always have those. So those are like the go-tos, like I have all that stuff. Like, I make So that’s a hard thing to go to places or by contrast if we go to Nacho Mama’s for dinner. Then I got to make sure
then I’ll take a protein to accent it. And I try hard to stay away from the processed foods, because if I do look at sure I get that every time I go to the store. And then I just kind of mix up what goes with it. Sometimes it’s not that tomorrow night we’re going to have a pretty well balanced meal. And I know that’s true because Steve’s sister
processed food, I have to look at all the ingredients. And it is a lot of work, it’s pretty time consuming. [Do you good, like the other night we had fish sticks with a salad, you know what I mean, but that’s what i can get on the came into town like a month ago and I think typically when family comes into town, it’s like all bets are off. And
spend a lot of time looking at labels and things?] I used to but I tend to go to the same items now because I know table fast enough. you know we’re going out all the time, we’re catching food on the go, we’re eating at the zoo. You know all the
what they are. So that has cut down a little bit on time, like I’ve learned what is okay and what’s not okay. stuff and I was like, “Listen you guys are going to the zoo for lunch, but like when you come home like I’m going
Where do you typically shop to plan for meals? to cook and I know there’s going to be pushback on that but like you know, I think when we go out to eat we
What would a weekly meal plan look like for your family? don’t get vegetables because when you go out to eat you have to choose meat or vegetables, for some reason.
I go to Whole Foods, Trader Joe’s. Those are the two staples, for the most part. I just started going to Lucky’s [Yeah there’s not a lot of flexibility out there really.] Yeah, you know unless you are willing to split, which Steve
For breakfast typically we have a fruit, usually an apple or a pear. We split— Atticus gets half and Steve and I get Market, but it’s not part of my repertoire yet. So I kind of use Lucky’s like I use Schnucks and Dierbergs, which and I do more and more but it’s kind of difficult if you’re on your own to get your own thing. You have to choose.
a quarter each. And then he tries to take more. And sometimes he’ll have a little whole grain cereal with it but is like “oh, no I forgot one thing, so I’m going to go in there and get this one thing.” But the organic food at [Sometimes none of the choices seem appealing. “I don’t want any of these, can you just make me something
he also gets breakfast at school. So it’s just like really enough to tie him over, you know, in the morning until Schnucks and Dierbergs is really expensive and inconsistent. Whereas, when I go to Whole Foods, it may be from scratch?”]
he gets to school. And then the breakfast for Steve and I, I mean, it’s not a great. Sometimes I’ll grab a bowl of more expensive, but I know what I’m getting and I can get some variety which is good. And I think Trader Joe’s
yogurt or a Kind breakfast bar.I like those, because even though they’re processed they only have like six or seven has some good organic foods, and I feel like it’s cheaper than Whole Foods, which is good. And the other thing I Who in the household is typically involved in the meal planning and preparation process?
ingredients in them. And I know what all of those ingredients are so most of the time that’s what I eat. Except like about Trader Joe’s is I think their processed foods are better and that they have fewer ingredients and I know
for breakfast at work which is donuts on Fridays. And then lunch, Atticus gets a good meal at school, so I’m not what they are. I buy staples, so at Trader Joe’s I get their frozen pizza which I think is good, the organic one has Me. [You?] Yeah. [So hundred percent of you or..?] A hundred percent. Steve does go shopping, he’ll buy stuff.
worried about that. They actually give us meal plans all of the time and they have a pretty balanced meal, so like six ingredients in it, which is pretty simple. I get this breaded chicken thing, I don’t feel great about giving it But it’s not part of the meal planning. [Gotcha.] Unless you consider things he wants to eat part of the meal
it’s good. Just a variety of school lunches. But they usually have a vegetable every day as well as a protein, like to my family, but if I have like half a plate of salad I kind of relax a little bit you know because if we have brown planning. I guess that’s his meal planning. [OK, So he’s got his own agenda.] Well, I mean, again it’s that idea
yesterday that had a baked cod and some green beans, so they eat pretty good for lunch. rice and we have this breaded chicken thing then we can take it from there. But it’s good, you know, it tastes that like, “Why should I choose everything that he eats like if he says “I want to go buy…” I get frustrated when
good, everybody likes it. [Fills you up!] And then you don’t have sugary dessert, like you have like an apple or he does it though because because I’m like, “You bought that bread and we’re having something tonight- that
Steve and I usually find ourselves going to Bread Co. more and more because I know they don’t use a lot of something, instead of having a cookie or whatever. baguette’s going to go stale, because we’re having this tonight. You know. And sometimes it’ll make me switch
preservatives in their food, and they have the calories up as well, so we can kind of gauge what we’re eating. If my meal. Because I’m like well I don’t want to waste that, so you know what I mean? So that happens. So I guess
we go somewhere else, we do go to other places too, but you don’t really know what you’re eating. So we do go So I’m not good at meal planning and I keep working on it. But I keep trying to come up with a good system, his part of the meal planning it’s like forceful meal planning. [Right “here I bought this I guess we’re having this
to Bread Co. a lot, or we bring lunch. But bringing lunch is hard. I have trouble organizing myself enough to have like, I think what I’d like to do is plan it out like on a chalkboard in the kitchen. But I don’t have one yet. And then tonight”]. But he doesn’t do it that way, you know what I mean. He says, “Oh, I should buy some bread, you know
enough dinner along with the leftovers for the next day. I could like write what I’m going to do. Every time I try to do a meal plan, like I do it for a couple nights and then what I mean. So that’s good. [That’s funny. I do that stuff to Brenna sometimes actually. You know she’ll say, “I
I kind of peter out. Because you don’t know how you’re going to feel or what’s going to be going on. And you’re bought a spaghetti squash!” and I really wasn’t in the mood for spaghetti squash that night, and I’m okay I guess
I can do it for myself, but I think with Steve, with my husband, I don’t think he likes me controlling everything he rushed you know so it’s hard. So I found it works better for me to have the flexibility to have, like you know I got to we’re having spaghetti squash because those only last a couple days and then you gotta throw ‘em out.]
eats, you know what I mean? And that’s fair. So if I’m deciding what’s for dinner he wants to pick one of his own have some salad things smoothie or salad, you know.
lunches, and that’s fair. [So what do you guys do for dinner?] Oh, dinner sorry. I forgot about dinner. For dinner, so Exactly yeah, exactly yeah. It’s not like you’re trying, she’s not trying to force it upon you but she’s just like, “oh
on the weekends we make sure to cook two to three nights with a well-balanced meal. Then on the weeknights, And then I have the ingredients to kind of throw something together. It helps me. I will say it doesn’t help Steve that looked really good so I bought it.” You know and then you do the same.
it has to be quick. Or I have to have leftovers from the weekend. Because by the time we get home, by the time I though, that like when Steve has to cook for himself with that method. He doesn’t do as well, and he doesn’t get
pick up Atticus from daycare, and then we get home it’s pretty late. as many vegetables in front of him and Atticus. He’ll cook broccoli or snap peas or green beans. But, like, it’s like Do you talk about family nutrition at home?
the throwing together of the salad. He does it, like, once in a while but it’s not- It takes a lot of work to change up
So I’ve gotta have dinner on the table. I have about a half hour to get it on the table. So what I do? So I usually your mindset, is my point to do that, you know what I mean. Because I think we were raised to be like, “you eat a Oh yeah.
will make some kind of big grain thing on the weekend like wheat berries or brown rice or quinoa. And then I can big potato. You eat a big hunk of meat. And then you eat like four string beans. And when you change that you
throw that in salads for a couple of the nights. I do structure our meals now. Again around vegetables, and this is have to learn to change.
new, like last year I didn’t do this, like I used to structure it around the protein. But now I structure it around the
vegetable so it’s like we either have like a salad or smoothie for dinner. And the smoothies are green smoothies, [Yeah, it’s going from meat and potatoes to potatoes and plants and…It’s a different way of thinking for sure.
So, when it comes to meal preparation, you struggle mostly with the time and not knowing one day to the next
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What topics do you do you typically discuss? his ideas.] Well I was like when our client was here a couple weeks ago, I went out to dinner with them and But like I mean for me it wasn’t that hard to adjust breakfast, as I said I don’t eat too much breakfast even now.
worked late one night, and they had like pizza one night. And I was like , “What?” But part of me is like, “well you I had to when I was pregnant so I was just grabbing the things that were easy. And then I just had to adjust it.
Well as a family the three of us, we talk about eating a rainbow a lot and we talk about only having one sugar a know, they should have a night where they just have pizza.” So what. But part of me is like, as soon as I turn my Which wasn’t that hard. [So was the nutritionist on board with you the entire length of your pregnancy, or..?] No,
day. Which Steve and I were holding Atticus to but we weren’t very good about, so Steve and I also doing that, back, you guys have pizza. But pizza, there’s nothing wrong with pizza. But I would have like them to have pizza you don’t find out until halfway in, maybe a little bit more than halfway. Sometime in the second trimester. I
we’re trying to cut down. I’m trying to do less than one sugar a day but it’s hard. Because sugar is really good. and something else. [Like a salad or something. Were there any vegetables on the pizza?] I think he said they had think it’s common in people who are older who have kids like me. It’s harder to have a baby when you’re older.
Sugar is like a soft drink, a lemonade, or a dessert. It’s not an orange or a fruit. [Not a natural sugar?] Yeah, and it’s green beans but I don’t know. Not on the pizza. Next to the pizza. I think but I don’t recall. I think your body’s like, “What are you doing?” [Right, like, “I thought you were done with that!”] So, and I was
not carbs because that’s too hard. It’s like candy. Lemonade. [Starbucks?] Well I don’t actually I’m good I don’t get just on the edge, but it was interesting to learn that. That’s not something..I would have thought that my dinners
sugar at Starbucks. That’s not my vise so I’m good there. [Oh, that’s good. That’s really good.] Or ice cream. So it’s Are there any strategies or tools that you use to maintain nutrition at home? or my lunches were the problems or my afternoon snacks. You know, and that wasn’t the issue for me, it was the
easier for Atticus to say like, like he’ll say, “Can I have a lemonade with dinner, and I want ice cream for dessert,” breakfast that was causing my blood level to spike. [Interesting. So all in all, what do you think you took away
and then it’s like, what’s your choice? But we really give him some control over his life but trying to teach him like, Pinterest I think is a good one. [Hmm..Pinterest.] Yeah, I have a lot of boards on Pinterest that I’ve collected from that whole experience of being advised by the nutritionist?] Well I learned that there’s sugar…I never really
you don’t want a lemonade and a soda and an ice cream all in one day, because that’s just too much. [And then things on the internet that are just ideas. That I’ve refined. I also think having containers, like the right kind of thought of milk as having sugar in it. You know and so that was interesting. You know, I didn’t think of milk as
you’re bouncing off the walls.] storage containers for the stuff you need is really important. And trying to move away from plastic, although you a carb.
can’t tell from today, and go to more glass. And it’s a kind of investment, you know to do that, but I think you’ve
But also, we’re all, like our family, we’re all big people, so we have to think about these things more, and he’s got to have a lot of different containers and different sizes. Because if you want to be mobile with your fruits and So it’s pretty complicated, you know. And like right now in my life, I don’t spend too much time thinking about
going to have to think about it more. I don’t want him to have a complex about it I want it to be it to be natural vegetables and be able to chop stuff up. It’s a lot of time, again time management. To sit there and sort through carbs. Like I know that if we eat white bread, like if we’re out somewhere I don’t eat white bread, but if we go out
for him, you know to just kind of self regulate. You know. [That’s great.] And Steve and I talk a lot about nutrition, all these different things and look for the right size and all that. So I have three shelves now and like one of those somewhere to eat it, you know like to me like, that’s just, that’s empty foods. And empty calories. That means
because of his diagnosis. Because he has cancer and nobody really knows what causes cancer. But the idea that turning cabinets, those corner round ones. And, like, I keep all the little ones up top. And I keep the lids on and that you know…but for home like if Atticus and Steve wanna have a sandwich. And I buy high fiber bread. You
we try to beef up our immune systems and we treat this body to be healthier, you know, through nutrition is the then I keep all the medium size on one side. So I have the containers set up so I can grab them and put a little know. [It’s different.] I’m OK with it. But I know for me, that’s probably too many carbs for me to eat two slices
only thing we have control over. [Right.] You know so we don’t have control over anything else. And then the different things, like here I put an egg, I got this in there, I got this in here, and it’s just easier and, because there’s even of the high fiber bread. So I don’t completely understand it. But I just kind of intuitively know that you
other thing is like for me it’s made me feel better. Because you know as a person living with a person who has three of us I gotta have a lot of them. know, I probably shouldn’t eat that. So if I eat that I have to have something lighter later or I won’t eat the whole
cancer, there’s a lot of stress on me so it’s been important for me to stay healthy, too. So sometimes like if we talk sandwich, I’ll eat just a part of it or something. But I don’t have all the signs figured out how the carbs compare
about it, it’s not just for him, it’s for me too. And I think I decided last year that I was just gonna commit, and just buy a bunch of these things and figure out to sugars and all that stuff. [That’s for them to figure out.] Nutritionists? [Yeah.] Yeah I guess. But it’s for me to
what works what doesn’t and that, that’s helped actually a lot. Because I think before like, you just spend time figure out for our family. [That’s the tricky thing…trying to, you said sift through all the stuff and figure out what’s
How do you educate yourself about nutrition? you’re like, “I don’t have a place to put this..” [it’s just inconvenient, right?] Yeah you can’t always bring, you can what. And what the best thing is for you and your family.]
bring a sandwich, because you can wrap that up in a piece of plastic wrap or a paper bag, but a sandwich isn’t
The Interwebs. The Internet. I spend a lot of time looking at that. It’s hard because you’ve gotta filter through really healthy for someone my age anymore. To have for lunch. So I have to have other ways to transport food. You know so for me I just focus on balance, variety, you know. Different colors. Not too much of one thing, you
a lot of stuff you know. And then you can also tell if there’s a lot of things that are really trendy, like right now And I’m still not that good at it. But if I think it helps a lot for at night like at home I can put things together real know. More plants than meat and carbs, definitely carbs at least. We’ve been trying to work on that lately. [You
everyone’s talking about turmeric. Have you heard about turmeric? [Yeah, it’s a trend right now. I actually got a quickly. I can manage things, I can see it. Like Steve, if he saw this, he would pick this up and eat it. [Yeah.] You get energy from the right kind, but the wrong kind doesn’t give you much of anything. Except for calories.]
chai the other day while we were down in Savannah that has turmeric in it. It was really good, and I’ve heard a know. That helps. [That’s interesting. I hadn’t thought about the storage container being a facilitator for eating Yeah. And we love pizza. We have pizza once a week. So that means we just have to have to adapt the rest of
lot of great things about it, but I couldn’t sit down and list them all.] Yeah, well turmeric is big in the anti-cancer healthy.] Yeah, you can get to the stuff in the containers faster. I think it helps. the week. I don’t think it’s fair to tell my family, who eats pizza, including me, that we can’t have pizza. So. [No
circles because it has immunotherapy-boosting properties. And again I’m immersed in it so it’s hard for me to I think it’s unfair. Unfair for anybody to not eat pizza.] Yes, again so it’s a balance of….Somewhere else I have
look outside of that but it seems like, like at Whole Foods there’s like a turmeric drink now you can buy, which I Have you or others in your household ever participated in a nutrition education program? to do something else. [Especially at St Louis with such great pizza places. You know.] I have to say, if we’re on
bought. It’s not that bad. And I’ve made a couple of them, and that kind of thing. But you have look through all the record, that’s wrong. [We have some amazing pizza here.] Are you teasing me? [I’ve been around the block
this stuff, and there’s a lot to sift through. So you gotta figure out like what works for you. You know. So Steve and I I don’t think so but when I was pregnant I had gestational diabetes and I did have to go see a nutritionist. [OK. So couple times. I’ve had the big giant pizza in Chicago. You order half a slice and they roll you out the door.] I’m
take turmeric supplements, and I like put it in eggs, you know. I tried it in salads and it tasted gross so we stopped when you went to the nutritionist, what did you find out or how did that process work?] She gave me guidelines talking about New York pizza. [We have some New York pizza here, don’t we?] You’re right, we have some places
doing that. Yeah there was this time where, I tried to cook with all of these things for the first time, and you know for how to test my blood sugar level, and decide how to eat and control my sugars and carbs. [So she helped that have good pizza. [What’s the little...La Pizza over there on... It’s like New York style] Is it? Yeah. I like Katie’s
what I mean, like I never had cooked with turmeric so I started, you know, and so I’ve decided that cooking with with meal planning, or..?] She give me some samples and because I was pregnant it’s unusual because you pizza, and I like Pi’s thin crust. [You ever had Dewey’s?] I don’t like Dewey’s. I feel like the crust is Dewey. It’s
turmeric outside of the eggs, and chicken noodle soup is good too, but outside of that, like, I’m not really that have to eat a lot of calories when you’re pregnant, but still keep control of your blood sugar levels. And I was kinda chewy, yucky, doesn’t taste good. Racanellli’s is my favorite pizza but I can only have that once a year. And
good at it. So I’ll just add garlic. And garlic is also good for immunotherapy and boosting your body’s immune just on the border. So I only had problems at breakfast. Like actually she was telling me I should have been I can’t actually eat that at night anymore, I get sick if I eat the pasta or red sauce at night. I can only have a little
system. eating more at lunch and dinner, which I was laughing, I was like really. And then she told me I could have ice bit, so I can’t eat that much anymore. [My experience with the red sauce has been that if it’s in a can or if it’s in a
cream before I went to bed, I was like, “Really?” I was like, I didn’t think I could have ice cream before I went to jar, my digestive system doesn’t like it very much. But if I make it fresh, it’s fine. Brenna was having an issue with
So, I’m sorry what was the question again? Oh, yeah, where do I get my information. Mostly the Internet. Mostly I bed. But in the mornings was when I would have problems because my blood sugar would spike in the morning that too, where she was getting like indigestion and like acid reflux and stuff with the jarred sauces. But when we
look on cancer websites, people fighting cancer and I’m always looking for diet help. I found something recently, for some reason. And I couldn’t even have like a cup of cereal with milk. Like that was too much sugar. For made a fresh batch, or made like fresh tomato soup in a food processor it’s fine.] Oh that’s interesting. Oh you
people talking about fasting on the Internet, and so myself I’ve just started doing one of those things, and I’ve me in the morning. So I had a switch it, and I had like I would have like a waffle with peanut butter. You know, know what, I forgot. I have another tool that is like essential to my eating healthy that I completely forgot about.
already seen results, which is kind of amazing. It’s only been two weeks. And I’m doing it myself, like I’m not and that would be like, and that waffle was all the sugars I could have. [Wow.] Yeah. In the mornings. But that [Tell me about that.] I splurged on a Vitamix a couple of months ago. They are so expensive, like it’s insane. I
imposing it on anybody else yet. [You’re not asking Atticus to fast?] Well it’s not a full fast, like you take two days was interesting to me. And I think that’s what’s cool about nutrition is that…And I don’t know if that’s true for got mine on super sale at Target. I got like the middle range one and I had like a fifty dollar coupon so I got it
a week, you reduce your calories. So you basically just diet two days a week and that’s not hard. You know. You everybody, that’s just where my blood sugar spiked. Maybe for somebody else it would be different or they would for three eighty. But I have to tell you I use it three or four times a week. I make smoothies with it, I make pasta
know the rest of the days you just eat normal. You know. But then a few days a week you’re just restricting a little have more trouble all throughout the day. sauces and make soups in it. Like you were saying with tomato sauce, one of things that I try to do is move away
bit more so. It’s not hard to do. So that, but it’s, I think it’s changing the way I eat. And therefore it will probably from jarred sauces. So I buy organic tomatoes. But not in a can, in a box now because the whole BPA issue you
affect my family because of it. [Yeah, because you are the sole preparer of meals…Except when Stephen interjects know with cans.
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You know stuff leaking into the stuff into the food. So I’ll throw a box of tomatoes in there. And then I can throw [So you mentioned about Atticus’ School Lunch Program that it’s pretty decent? Do you ever pack his lunch or
more veggies in there, like I can put, you know, red peppers in there which Atticus wouldn’t eat, but when it’s in does he usually eat at school?] He eats at school every day because they have good lunches but next year he’s
the tomato sauce he’s fine with it. [He doesn’t notice it.] It’s so awesome, this Vitamix. It’s so easy to clean, my going to start kindergarten and I’m going to have to look. I think I’m going to pack his lunch next year. But then
old blender had a lot of different pieces, so again time, convenience. If i made a smoothie it was an hour event, I actually told Steve that we’re probably going to bring our lunch too, like if I’m packing Atticus’ lunch it would
because it would take a while to get it to mix, and then I would have to take it all apart afterward. This thing is just be stupid for me not to pack our lunch. So I have a feeling that….I’m gearing up towards that. I’ll be more
like ,”Zhume zhume zhume.” Like, it’s super fast.. [Clean and you’re done.] As soon as I pour the stuff out, I put it organized, I’ll have more of these. [You might have to have four shelves that have three.]
in the sink, I wipe it out, I clean it right on the Vitamix stand, like I put it back on the motor. Yeah just like clean the
blades with it and dump it out and it’s like super clean. And it’s amazing. I love it and we get a lot more veggies Yeah, right. [Well there’s one more question I had actually. So, would you ever consider participating in a
in ourselves because of it. Yeah, I don’t know why I talked about Tupperware because that’s like, been like life- facilitation session with other parents to discover how design might impact nutrition at home?] Sure. [Thinking
changing. [So the Tupperware in conjunction with the Vitamix is pretty important.] Yeah. And I thought about about the next step of this project, you know. Beyond just this initial pass of research is engaging parents and
a juicer too but I think the Vitamix is fine. It’s like, and that’s one of the confusing things out there like some design managers and health professionals and educators and coming up with a way to get them all in a room,
people say oh it’s the smoothie that matters. You get the whole fruit, and other people are like, “no you need to to try to identify ways that we can improve our current situation. So allowing solutions to emerge is really what
juice because it gets right in your system. And it’s like, and there’s a lot of really a lot of confusion out there, a lot design management is all about. So that’s the next step, so if you’re interested I’ll keep you in the loop.] Okay!
of mixed signals. And I think you just gotta do what works for your lifestyle. [Right.] It would be interesting to see and think it’s a topic that people are very..I think it’s kind of rough because some
people have it all figured out and they have blogs about it and then I look at it and I’m like, “oh that looks so
You know I don’t want a giant juicer. [They’re a pain in the neck to clean.] I had enough heartburn about buying complicated. You know what I mean? And the whole idea that like you know the whole M&M thing. That’s really..I
the Vitamix. So I think you gotta, we have to be sensible, you know when you’re overindulging, you just gotta think that’s really extreme. Like that thinking I have about that. You know I mean. [Not necessarily, I think it’s a
be balanced about it. And as I get older I eat a lot less. And I’m trying to teach Atticus, I don’t want food to be an justifiable cause for concern.] Yeah. You know. But there’s a lot people who would be like, just let your kids have
issue for him. You know, I want him to be happy and have a good relationship with food, and not use it as a crutch candy. You know what I mean, you can’t worry about this stuff too much.
or a comfort, you know. Food is to give us nourishment. [There’s always those moments, where it’s like, Peanut
M&Ms. But that’s the humanity part.] You know I’ve stopped eating Peanut M&Ms? [Really? Completely? Are you [Well I really appreciate it Carol, this is really helpful.]
allergic to peanuts?] No I love Peanut M&Ms, they’re like my favorite candy but there’s articles out there that talk
about that some of the dyes used in M&Ms are cancer agents. I think, like, fundamentally that’s my biggest issue
like whether you believe things, like once you have taken the blue pill and gone down this rabbit hole. But like
whether you believe it or not like I don’t know if I believe that Peanut M&Ms or M&Ms cause cancer. [But you’re
not going to take the chance.] It’s not just that. Like, I’m not going to support a company that’s putting a known
carcinogen in their food that they’re serving us and I’m mad at our government. And I’m mad at these companies
who’ve been doing this stuff. It’s like, you know what, I don’t need that yellow. Give me another yellow. [Or don’t
color it at all! I don’t care whether my M&M is blue or green-I’m there for the chocolate and the peanuts.] Yeah.
So I’m not supporting it. I’m not eating it because it’s..it’s like all of it together. It’s like I’m mad at the company.
I’m like, don’t do that. Stop doing that. You know. Colgate, there’s an issue in Colgate, in trace amounts. They say,
they say the amounts they give you are not enough to make it an issue, but I’m like, “Why’s it in there at all?” So
I just, I think our whole in the next ten, twenty or thirty years we’re gonna look at everything we’ve been doing
and we’re gonna be like, “Why have we been doing this?” [Yep. Well it’s already starting to happen it’s just that
innovation around that topic is…can be slow moving.] Yeah. And give me the choice. You know what I mean? Let
me say. You know I love that yellow M&M so much that I’m willing to take the risk. You know. But I don’t like the
idea that it’s just kind of slid in there, into our foods. [Like, “Hey, by the way. We’re not going to tell you about it
for about twenty years, but here it is.] Yeah it just makes me very upset. [ I completely agree with you.]
[So just a touch back on the family meal situation- so you share breakfast and dinner just about every day?]
Breakfast is kinda different everybody’s doing their own thing. But dinner we do every day. [Dinner is, everybody
sits down at the table and eats..Does Atticus ever help out with making dinner?] He does sometimes- he was
more into it last year and this year he’s not as into it. He’s sets the table. What else did he do? He helped me
with something, I can’t remember what it was. He does help sometimes. He loves to help. But I do want to get
him more cooking. Like, he likes baking. Like on the weekend when we make pancakes, like he’ll help me make
pancakes which is really fun, to do the mixing and all that stuff. He does like that. [Interesting. You’re not the first
person to say that their child enjoys baking.] Yeah. Well baking’s fun because there’s like lots of different spoons
and measuring, and it tastes good. Licking the spoon is good. All that stuff.
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APPENDIX F: TRANSCRIPTIONS > STEVE MOHESKY (PARENT)
What do you believe is the best way to ensure proper nutrition for you and your family? have the school calendar so… [Interesting. So you align your meal planning with the school lunch meal plan to What methods or strategies do you use to maintain nutrition and health at home?
make sure that there’s no redundancy between the two.] Right. And sometimes they’ll pack. So having three kids,
What is the best way….I think you gotta know what you buy, right? You gotta know. Stop this. [No, we’re going. one of them likes to pack, one of them doesn’t. So that’s where it gets back to, we almost have to, like to keep Well, it starts with what we buy. What’s available. That’s a big part, like, what is in your refrigerator? Like, they
We’re going.] Say it again. Give me the question again. [What do you believe is the best way to ensure proper sanity, do it before the week starts. [Right.] have a snack time. So what we buy for a snack? We could buy anything. You know in fact, like we just got through
nutrition for you and your family?] Well it starts with the parents, right? I mean, the parents have to be educated Easter here and there’s kind of a lot of junk food that’s just gonna be thrown away. But a lot of it is just what’s in
enough about what they’re eating so that can be instilled in your kids, right? I mean, you gotta know what you’re How do you feel about the school lunch program? the snack cabinet? They have sort of, free reign to…they know when it’s seven thirty, or seven, to get their snack.
buying, you can’t always just go for what’s easiest. So, you gotta have, you gotta build the time..you gotta build So it’s in the cabinet. You can pick whatever. But I think our sort of strategy is whatever we put in that cabinet is
the time. I mean, you gotta get back to, like, eating around a dinner table. [Mm hmm.] You know, and making That’s a good question, because I don’t, just know that it’s not…here’s the thing. There’s so much waste. And the healthy, right. [So that no matter what they choose it’s healthy.] Right, and as a self-discipline for us I think we sort
dinner and that time with your family, like an event. Like an important event. [So each day has that important reason I know that is we went got invited up to have lunch with them right. And there was so much waste. Kids of do the same thing. Like, whatever’s in the fridge, is healthy. As it can be. Like, as healthy as it can be. You know
event to it of sharing a meal together?] Yeah. throwing stuff away. And they have sort of a salad bar, right. But all I can remember is there’s so much waste. Like what I’m saying? So, there’s not like, you know, like pound cake just hanging out, like, we just try to get rid of it.
they get fifteen minutes to eat. Which is not even enough to like decompress. And so.. [By the time you get your You know, just, I mean that’s it.
Do have any challenges with maintaining nutrition and health at home? food you have ten minutes to eat.] And when I mean waste, stuff that hasn’t even been opened. Like they get a
little pack of something, like a sandwich or something. And it’s just not even opened. And it’s just insane. The How do you educate yourself and/or your family about nutrition and health?
It’s probably the typical situation where you don’t have enough time. But I think if you set aside enough time, other thing that they do, which I do not like, is they have like pizza day. I mean they sort of make these kids, this
you set aside that half hour, and you plan for it, I think you can maintain nutrition. You just have to do it ahead of gets sort of derailed but like they kind of make these kids feel like they don’t have a choice. Like, “everybody’s That’s a good one. Because I’m kind of going through that now, like being here you start to eat a lot. You eat
time. It can’t be like at the last minute where it’s, you don’t have groceries so you order out, right? You have to be eating pizza, yeah!” And it’s just like, there’s no nutritional value there. [Exactly.] You know, it’s like a pizza party. more, right, so I’m eating more and it almost has to do with, it’s kind of weird but like, you start gaining weight
vigilant, and a lot of it I think is, a lot of pre planning. You know. So.. [Yeah absolutely.] So.. [But of course they’re gonna eat it because everybody is eating it.] Yeah! Oh yeah. [Most people like pizza, and you’re like, “OK, I gotta eat healthy right? I gotta eat healthy. What is that? How do I eat healthy? [What is
so.] So, there’s that. A lot of waste. healthy?] Yeah. And then you kind of just try to figure it out. there’s no..you know we joined a gym so there’s a
So what would a typical weekly meal plan look like for your family? better way to understand what that is but it’s just generally, like, I’m getting fat. I need to read about why I’m
Would you consider participating in a facilitation session with other parents to learn how design getting fat. You know, like I need to cut this out and it’s because I have too much of this or you know, it’s like, I
My kids are kind of interesting because they eat everything. And that started with, so we have twins right, so we might impact your family’s nutrition habits? don’t know if its really too scientific. It’s probably more or less just, I see a change and..something, we’re buying
used to feed them, and this gonna be an odd story, but we used to just take cans of corn and cans of like green too much of something or just habits maybe. [Yeah.]
beans, and put ‘em all in a row. They were all young enough, we could just feed them all together. We started Sure. [Awesome. I’m looking at doing something like that as part of my primary research, so getting through
feeding them just anything, like they, it was just whatever was available, right, so like they never became like interviews and then pulling together half a dozen or so parents that are willing to participate. We’ll probably do So where do you go to find information about healthy eating and nutrition?
real picky eaters. [Yeah.] And so a typical meal plan for us is really across the board between like, meats and it here. Keep it simple. It will probably be like a one hour thing. But the goal is, you know, understanding the
vegetables, but a lot of it is home cooked meals, so a lot of it when we can, there’s more time put into prep. Even habits, understanding sort of the range, and then allowing potential solutions to emerge, through the parents’ Probably the web. [Web?] Yeah. The web, and again, the gym is generally a pretty good source, but…[So tell
if it’s like a day ahead, we’ll do that. Generally, like we’ll start with, like, Trello. And we make a meal plan on a co-creation.] me more about that, do you have a personal trainer, or..?] Yeah, I mean, we started with a personal trainer, so
Sunday. [On Trello?] Yes. So we have all our meals laid out and what we need to buy. So we do that like, as a first there’s sort of an educational period there. There’s more information available there. So you know, it’s probably
step, like Saturday or Sunday. So we know what to buy. And that’s just our rulebook. So it’ll be like, last night we Do you talk about family nutrition at home? more web-based though. Just kind of reading stuff. Which, who knows if it’s right or wrong, right? Like it’s like,
had, it was like roast beef, potatoes, and greens. Right. And it’s very traditional. And I think that, part of that comes “Hey.” But I think it gets back to common sense though. You know, like I think you’re still trying to strike that
from like my upbringing. Seldom do we like order out through the week. We’ll do that, maybe on the weekends. Yeah. Probably not like, on the, sort of the more, like scientific level. But good and bad. Like, I think they’re balance. [It’s more intuitive..] Yeah, maybe that’s the best word, it’s intuitive. You just kind of intuitively know
But it’s usually like, we’ll make, like pot roast. Or we’ll make spaghetti, or we’ll make salad. Chicken salad. So starting to understand what’s in food, maybe not exactly, but why you wouldn’t wanna eat…one of my daughters you shouldn’t be eating.. [Don’t have four desserts a day.] Yeah right. That Philly cheesesteak the other day is like
I mean, we really.. [It’s pretty simple really.] It’s pretty simple, generally the meals are built around like a half went through, like, this condiments phase where she liked mayonnaise. Until like I told her, like what is in it. Like, talking to me, it’s like, shit. Self-discipline. [Yeah.]
hour. Gotta be able to make it in a half hour. So we’ll use like, probably getting too in-depth here but.. [No you’re or you know, what’ is this basically made of. And what is fat on the back and, you know, all this stuff that she could
good.] We’ll use like Crock Pot stuff. Because it all comes down to timing right, like you can throw that stuff in the kind of start to process on her own. [Sure.] But on like a calorie level, you know, it’s just it’s kind of funny. I mean, Have you or others in your household participated in a nutrition education program before?
Crock Pot, it cooks all day, and it’s still a meal, right? [Yep.] But it varies, it really does. We try to keep it varied. so there’s that. I mean, we do, we talk with them about it, but I don’t think they understand necessarily. Reasons
why you may wanna eat this food or that food. I mean they understand like sweets and that type of thing. There’s No, not really. Other than the gym. Not the whole family. It’s pretty much, yeah.
Where do you shop to plan for meals? a connection there. [Right.]
[What would prevent you from participating in such a thing?]
Generally, hmm. Generally it’ll be, like, your typical Schnucks, right? But we’ll do Trader Joe’s for more organic [What topics are most significant that you talk about? Most prevalent?]
stuff. We’ll do sometimes like a farmer’s market. Like in Ballwin. Sometimes. [Do you go to Wildwood?] There’s Nothing really. Other than time, I mean, that’s really it.
like a fruit stand on Manchester now. [Yeah the Produce Stand?] Yeah. [That place is awesome.] Right. We’ll do I don’t know. Kind get back to the mayonnaise story. Like, in terms of like health and nutrition? [Yeah.] Yeah. Just
that when we can. Like, if we plan ahead enough we’ll stop in there. But a lot of that is convenience. Just, you in general. I think one of the things that we convey or try to get across is like, a balance. Eat your greens, your
gotta get it done. But it’s gonna be like Aldi, Schnucks, sometimes those types of places. That’s it. [Gotcha.] meats, you know, and a basic balanced meal. Right. I would say that’s sort of the overall goal.
Who in the household is involved in the meal planning and preparation process?
Everybody. Everybody gets an opinion. We kind of review it. [As a family?] We do. And part of the reason is, is
because they eat at school too. So like, you can’t be making spaghetti and they just ate spaghetti. Because you
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APPENDIX F: TRANSCRIPTIONS > STEVE MOHESKY (PARENT)
How many meals does your family share in a normal day?
Cool. Probably, hmm. Depends on what you consider share. Definitely supper. Sometimes breakfast. Like, I’ll try
to hang out with them. But they’re eating, and I’m like running out the door. So like, one. You know, one real sit
down type meal. [How often does your family eat together at home per week?] But now, the weekend. Is that
considered? [Yeah.] Weekend is different. So, weekend is breakfast, lunch and dinner. [OK.] Yeah. So Saturday
and Sunday is pretty much three meals consistently. [And you mentioned that you order out sometimes?]
Sometimes, yeah. Generally, yeah it’s, we’ll go eat somewhere. One of those days. That tends to be because
we’re out somewhere. [Convenience.] Convenience. [So what time do you usually eat dinner during the week?]
Consistently, so during the weekday it’ll be 6:15. Consistently, like it doesn’t get later than that. Weekends it’s
five, so it’s you know, probably up at nine, then noon, and then five. They’re just, they’re sort of built that way.
Like, when they miss a meal it’s like..[Catastrophe.] Yeah. So they’re pretty hardwired, so yeah. [Cool. That’s all I’ve
got Steve.] Cool. [One other thing I’d ask is, would it be possible to get a copy of your meal plan? Your Trello?]
Yeah. Absolutely. [It’d be very interesting to see.] Yep.
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APPENDIX F: TRANSCRIPTIONS > MAURA MURPHY-PUSATERI (PARENT)
What do you believe is the best way to ensure proper nutrition for you and your family? snacks, those are also another school thing most of the time, in the afternoon. Unless we pack it, and that will be [Gotcha. And so during the week is it usually breakfast and dinner that you have with the girls?] Yeah. [OK.] And
like, a granola bar, or one of those, like, fig bars. They like those. Frozen peas, they like that too. [Frozen peas?] then Phil’s already gone so it’s just the three girls, us girls, and then at night it’s all of us. [Gotcha. So how often
We use the rainbow. So we have to, we’ve been using the rainbow so you have to eat an array of colors. If you eat Frozen peas. [Oh.] Not cooked, frozen. [Interesting.] Yeah, I think it’s weird. Cosi really likes tomato soup, Nina’s would you say you eat together at home?] Probably like, four out of five, or three out of five. Depending on the
just beige food you’re not getting the nutrition you need. It’s really simple for a five year old and a seven year old not a fan but she likes raw tomatoes. And then, at night we cook anywhere from, like a pork tenderloin to salmon, schedule. [During the week, and then on the weekend both nights?] Mm hmm. Unless there’s some sort of
to understand that, like if they’ve just eaten strawberries, raspberries and grapes, they’re probably missing some to like salmon burgers, to, we don’t eat a lot of chicken. Like once every two weeks or so we might have some function then it’s just one night, because we don’t go out both nights. And that’s like if everybody in the family’s
nutrition. So they then go to the green things, or what have you. So they know how to supplement and control it red meat. We’ll like do tacos with like turkey, or like with a white fish of some sort. And then Phil does this weird going out.
themselves. And, as a designer, it makes the plate prettier. [Yeah, colorful food is always more fun to eat.] Right. thing, like every other day he fasts. Cuts down his calories to 600 calories? So he eats a lot of celery. [Interesting.]
[How did you learn about the rainbow?] Nina’s school suggested it, and we used to make sure we had every food It’s really weird. But I also learned that you can put celery, if you cut it off it grows itself, you know, like so you get What time do you usually sit down for dinner?
type, but now we’re not so big on always having meat, or always having, you now we want a protein but you can a whole new stalk. [Brenna saw that you were doing that and she actually started one in the kitchen.] Yeah, isn’t
get a protein in other ways. So understanding how to get that. With the girls we talk about, like, if you’re using that crazy? [Like every day, she’s like, “Look at my celery!”] Well and it’s cool because like, you don’t need any Anywhere between six fifteen and six thirty. Depending on what I’ve already prepped the night before for that
butter and when to use butter and when you’re using olive oil and coconut oil and how it affects the taste, so it’s dirt, it’s just water. [Yeah. It’s amazing actually.] And I guess you can do it with like pineapples too but I failed, so dinner. So if I didn’t prep anything, then it’s more like six forty five. [OK. So that’s the end of the spectrum, sort
all kinda like a science experiment as well. You know. [Well food is science, so that makes sense, right?] Right. I threw it away. [How long does it take you to grow a stalk of celery?] So far it’s taken almost a month for it to get of.] Yeah. And then on a really bad day it’s seven fifteen. Because we like to get everyone to bed by like eight or
Yeah. two inches. [OK.] So I’m thinking it’s gonna take, by the end of the summer I might have.. [A stalk.] Yeah. [It’s kind eight thirty. So it’s tricky. And we have to do homework, too. [Not a lot of time.] Uh uh.
of fun to watch.] Yeah. We also like peanut butter with anything, like you can mix it into ice cream, you can eat it
What role does nutrition play in your family’s lifestyle? on an apple, you can eat it with celery. Yeah, peanut butter’s a big thing. And pistachios, at our house. [Gotcha.] Who in the household is involved in the meal planning and preparation process?
Yeah. And, like, we like to make like frozen yogurt popsicles with berries and you put the yogurt. They’re really
I mean, it affects every day. You know. From the first time you wake up till the end of the day. We have a no soda good. [That’s awesome.] Yeah. And frozen cheese. [Frozen cheese?] Mm hmm. [Interesting.] Yeah, we’re weird. I do all the planning and grocery shopping, probably seventy five percent of the time to eighty percent of the
policy for kids, I’m the only one that drinks soda, which I try not to, but I do anyway. And then, how else does it time. And then Cosi and Nina will help me prep and cook, and then on the weekends Phil will cook like two
affect our home? Well it makes, we try to cook a lot, so it makes the kitchen like the central point in the house, What’s your family’s weekly grocery budget? meals. So I cook it all, but he’ll do the dishes. Gotta divvy it up.. [That helps right?] Yeah.
where everyone always is, or are. And everybody knows where everything is so they can just kind of go get their
own snack. Like they know if they want food to find it, like they go get an applesauce or a cheese stick or they can With alcohol it’s like one fifty. Without alcohol it’s about eighty dollars. [OK.] Because Phil buys alcohol Do you talk about family nutrition at home?
get their own water. But we don’t do a lot of juices, because of the sugar content. And they’re already so hyper. and he’s kinda fancy.
And then we’ve also tried to eliminate red food dye or, like not totally rainbow flavoring free, but certain colorings We do, we also talk about how different animals have a carbon print and how like certain fish are being
we’re trying to remove. [Like artificial flavorings and colorings?] I think like one of the reds actually like, if you Where do you primarily shop to plan for meals? overfished, or like how to handle that, and like how you can supplement your diet different ways. We also make
any little bit of HDD, hyper deficit disorder, it will make it worse. [Really?] Yeah, that’s what I’ve read. So, and one the girls make their own salad dressings, so then they are then interested in actually eating a salad because
of my friends is practicing it with her kids, so like pink lemonade and some of those type of things have the red I will start at like Trader Joe’s, Target and Schnucks. So I’ll do most of my produce at either Schnucks or, like it they’ve done it. They’ve made it for everybody so they should try it. So, Nina, we call the concoctions, instead of
food dye and then you can actually see, like quickly, how much your children have changed. Yeah like they just depends on what’s on the list because Trader Joe’s doesn’t have everything, but if it’s kind of like just vegetables salad dressing, because it’s more fun. So they have freedom to go into the kitchen and get the different olive oils
go, “Ahhh!” crazy. So like we’re more immune to it as adults but their bodies are so much smaller, with a small and fruit and like the outer circle of the grocery store, then that’s how we do it. You know, just go to Trader Joe’s or the balsamic and whatever, the mustard, which they call different things that aren’t appropriate, but you know
dose it’s still big. [Gotcha.] Yeah, so that’s kinda fun. And we try to make the kids look at the labels, but more of a and get that outside stuff. And then like if I need like peanut butter I’ll get that at Target. Because it’s across the as long as you get past that, then you know they shake it off and like Nina has secret ingredients where she cuts
graphic thing than reading what’s in it. So we’re like doing label reading, like, so like, what is it called... way. It’s convenient. Every once and a while we’ll go to Dierbergs. But I feel like they’re more expensive than up tomatoes and squeezes them into it, and shakes it really hard so it’s got like a tangy-ness but you know we
graphic reading. So you can identify something by its label. [So it’s more of a visual recognition pattern the Schnucks. So that makes a difference. I also like the layout of Schnucks better. [What do you like about the can’t tell it’s tomatoes. Because it’s a secret ingredient. So it’s fun. We have a good time. And we put on music.
kinda thing.] Yeah. layout?] I guess my favorite part is just like how their produce is, like I go to the Ladue Crossing one, and and it [That’s awesome.] Yeah, it’s fun. And we grill a lot too. We prefer the grill even though it’s charcoal but it’s still
just, the lighting’s nice, it’s not too loud, my kids like to go to the mushrooms and the mushroom container area more fun. [That’s awesome. Charcoal’s the best. You get the best flavor out of it.]
Do you have any challenges with maintaining nutrition and health at home? is all like clean, and they take one out and they just eat it. They also get a free cookie. But they offer mushrooms,
so I don’t say anything. Like, “Huh! That’s weird!” Because I don’t like raw mushrooms. But they do. And another How do you educate yourself about family nutrition and health?
Outside of wine and beer, personally, no. But, with the kids they’re pretty good. They know what they need when thing I like about it, is the sushi at that Schnucks is good, you know? But I don’t get any of the prepackaged stuff,
they need it. And if they need something else, we’ll talk it through. Phil, he’s the one that taught me how to eat like at like I don’t like the hummus and, like any of, some of those weird pre-made stuff from Trader Joe’s because I read on the internet. And with Phil in education he comes back with what the FDA has to say all the time. He’s
broccoli. So, he’s pretty good. He’s on it. And everyone know, like you’re supposed to drink like half your body it’s got a different flavor, I don’t now what it is. Like some of the stuff, like if you put their peanut butter next to like, “Oh did you know that dadadidadada, that like, ketchup used to be a food group?” Like, why would that be?
weight in water. So, I think we’re always interested in learning more. And get better, but I think we’re on target for another peanut butter there’s something different about it and I don’t know what it is. But I don’t like theirs. It’s full of sugar. [Interesting.] Yeah so in my, and Phil wants to cut out sugar one hundred percent from the diet,
them to be healthy eaters. [That’s good.] And then, Target is, you know, just really well-designed, well-laid out. I like how the lights turn off and on when so it’s like, and I need to cut out salt so there’s this funny little line that we’re always talking about what’s in our
you’re in different aisles. [Yeah that’s a cool feature.] Yeah. [You’re talking about with the frozen food?] Uh huh. diets because how the different nutrition values can affect how you’re feeling. So we talk about it all the time, like
What does a typical weekly meal plan look like for your family? [Yeah.] It’s nice that the lights aren’t always on when no one’s there. And it’s sensored so I think it’s a nice use of if someone’s acting angry, like “are you just hungry right now?” And then we feed them and sometimes they’re
electricity. [Yeah. Lowering the footprint as they say.] Yeah. better and sometimes it’s actually something else. Then we wait to see. So we talk about how food can affect you.
We do probably one night, I’ll have like sushi, and like in the morning we have some sort of carb, yogurt and And it’s not necessarily like, like I don’t say no to candy but Phil does. Because we’re different people. And they’re
fruit. Sometimes a vegetable but not all the time. And then, like morning snacks will range between cheese, How many meals does your family share in a normal day? kids. [Right.] You know. Anyway.[ You can only draw so many lines, right?] Yeah, let them have a little fun. A little
apples, pears, sometimes salami even though it’s high in sodium it’s still really good. And then lunch will range indulging. [Right. We do, right?] Right.
anywhere from like, a veggie quesadilla with red peppers and like black beans to like whatever they serve at When I’m not traveling, the girls and I have at least two meals a day together. Otherwise, you know like we would
school. I mean, they all have to eat a vegetable, a fruit a carb and a protein. So if they’re serving tofu they still eat dinner together every night, unless one of us has a meeting or is out of town. And then on the weekends,
have to try it. [Got it.] And someone, like checks their plates at school to make sure they’re doing it. And then, I probably eat all three meals with the girls, but Phil will probably only eat two of the meals with everybody.
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APPENDIX F: TRANSCRIPTIONS > MAURA MURPHY-PUSATERI (PARENT)
What tools or strategies do you use to maintain nutrition at home? Would you consider participating in a facilitation session with other parents to see how design
might offer opportunities for improving nutrition education?
Well, we share a grocery list with the Wonderlist. So it’s an app and Phil can add things and I can add things.
[That’s cool.] And then..[You’ll have to show me that, I’ve never seen that before.] OK. And then we, I just try to Mm hmm. I would.
make sure there’s one thing on the plate, you know like, I try to, like, before, like not serve all one color in a food,
because then you’re obviously missing something. We don’t do any dietary supplements unless we’re about to
go to a higher altitude or something. And we’ll get orange juice then. Because the vitamin C helps with altitude
sickness. We just, I don’t know, I just, Phil set up some guidelines and I follow them. Like sometimes he says, “No
bread.” So I’m like, OK no bread. And I try to figure out other ways to do it. You know it’s like, he just says these
things and I go along with it or I read things on like Pinterest and they have like fun projects to make with your
kids that are food. And I just start doing it. [That’s cool.] So that’s fun. So I guess the internet and Phil. [Got it.] And
he probably gets his information from the internet. [So the internet then?] Yeah.
Have you or others in your household participated in a nutrition education program, like run by
the school or a workshop or anything like that?
I’m pretty sure Phil has, both the girls’ schools has nutrition programs that they talk about, and they both have
cooking classes at school. So I’m sure they talk, I mean, they make brownies sometimes so.. [Right right.] You
know, but they’ve made, like, apple butter and just butter itself, like understand the process of how things are
made, so they can break it down to like, it doesn’t always come in a box and a stick. You know, to see how it’s the
milk and the salt and shake, blah blah. So they do, yes. But I have not since I was in grade school. [So what would
you say they took away from the experience of cooking classes and programs at school?] I think it makes them
excited about their food. And it helps them make better decisions like, they’ll go into the kitchen and get carrots
before they get a ton of crackers. You know. Things that come more naturally from the earth than over-packaged.
Like, when we go to the grocery store we don’t go through the center aisles. And I talk to them about, like, “if we
really need to go in there, like, if we’re gonna get bread then we have to figure out the one that has the least salt,
or the least amount of sugar, because in the states, all of our bread has sugar in it, which the recipe doesn’t really
need it. So sometimes you just gotta, when you talk it out to them, they get excited because they’re learning
something. And it also helps us enforce it and help each other enforce it. Like, “no, we don’t need to go in the
cracker aisle or whatever, we’re going to stay on the outside.” [Gotcha. OK.]
How do you feel about your children’s school lunch program?
I think that Nina’s at University City Children’s Center, no, Child Center? Why don’t we just call it UCC. [That
works.] Hmm, what is the real name? They are going more farm to table so it’s really exciting and it’s, for some
of the kids that go to school there, they don’t have ever have fresh food, except for at school. So it’s really eye
opening and then they get, like some people, you know like when you meet someone who’s never had a banana
and you’re like, “Whaaaat?” [What planet are you from?] Right but some people just don’t know that nineteen
cents can be a package of deliciousness. [Right.] So it’s nice because they can talk towards that and they get their
parents involved by like, “oh I wanna get this, you know, pomegranate or whatever, we took it apart at school
today. I’ll show you how to do it. And it’s nice because it’s educating more people. At Cosi’s school they have just
a standard lunch plan and it’s fine. Like she doesn’t come home starving. And when I, their kitchen’s clean. You
know, so. And they have to take a fruit, a vegetable, and a like a carb or a protein. So like if they’re vegetarian they
can get like a cheese pizza. [So it’s balanced but it’s not good or bad. Sort of neutral. Compared with the other
program which is a richer experience.] Above average. Yeah. [But you pay for that, right?] Mm hmm. Yeah. And
there’s the difference, like one education we’re paying for, the other one is like a country-ran school. So but it’s
still well done, just not as good as this one. You know. [Just a quality difference, yeah?] Yeah.
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APPENDIX F: TRANSCRIPTIONS > JERMELODY COLLINS-ROBINSON (PARENT)
What role does nutrition play in your family’s lifestyle? that he will eat, which is chicken, corn, and rice. And other days he’ll say, “I think I want this tonight.” It might be Who in the household is involved in the meal planning and preparation process?
spaghetti, then I’ll make it with the meatless crumbles because he likes that. And some days he’ll just, majority of
I, well I’ll just say this, I have, I eat whatever I want to eat. As far as my son, I keep him away from candy. [Mm the time, it’s chicken, baked chicken, rice, and corn. [That makes shopping easy for you, right?] Yeah, because I get Me, the majority of the time. And then, depending on what we cook, he wants to help. [Oh, ok.] So he’ll get his
hmm.] So, and I always make sure that he has meat, and a vegetable, and some other type of food whatever he like the big old thing of rice, white rice, I get the steam bag of corn, and then I’ll get the bag of chicken breasts little stool and he’ll help or, especially salads. Another thing he likes to eat is salads, so I’ll get like the bag salads
chooses. [Ok.] But the only thing I don’t go by he has to have fruit or anything, it’s just like no candy is allowed. and I’ll make two days worth of chicken. Then I’ll give it to him and some days he’ll say he don’t want it. And we’ll and then chop up chicken to put in there and he likes to do that. Or he likes to mix things, so it just depends
And some days my kid wants to be a vegetarian and some days he doesn’t. Just as long as he has a meat and a probably eat fast food once a week, and it usually on Fridays after swim class. [Ok. Gotcha, where do you usually on what type of mood he’s in if he wants to help out in the kitchen. [Very cool, and you just kinda let him help
vegetable, he gets to choose whatever else that he wants to have with his meal. [Gotcha, so you pretty much give go?] Bread Company. [Bread Company?] That’s his go-to. He gets the tomato mozzarella sandwich and tomato with whatever he’s comfortable with?] Mhm. Oh, he’s comfortable. [That’s a hard word, you know?] He does a lot
him free reign other than those kinds of rough guidelines?] Yeah, just no candy. [Got it.] soup or French onion soup. [Gotcha.] He’s a weird kid, for a five year old. [I was gonna say, Bread Co., that’s an except he’s not allowed around by the stove. [So he doesn’t cook?] No because I’m scared. But he prepares things
interesting interest for a five year old.] Yeah. [You’d think that they’d want to do the McDonald’s thing.] Oh, he for me. Put everything that needs to be in a bowl, stir up stuff, but he’ll season things, but as far as the stove-
Do you have any challenges with maintaining nutrition and health at home? doesn’t eat McDonalds. I don’t give him McDonalds. He’s probably had, his dad does, but it’s very limited. He’s he’s not allowed by the stove at all. [Yeah.] And I’ll turn on the oven, turn the oven on so he can see if the foods
had McDonalds maybe ten times. [Gotcha. Wow.] I don’t like the smell of it and I don’t like the taste of it, so we finished, but he’s not allowed to touch it yet. [Gotcha. What age does he get that privilege?] I don’t know, he’s
No, the only thing that is kinda hard is I did allow my son to eat fruit snacks, and he wants fruit snacks everyday, don’t do McDonalds. We do Subway sometimes, but Bread Company is our go-to. [Gotcha.] still five, so probably not anytime soon. I’m just scared that he might, I don’t know, I’m just being a parent. [Yeah,
so that’s one thing that I’ve been trying to wean him away because I heard that they cause some type of illness yeah. No, I get that.] Like, not yet. I’m not ready. [Yeah, to put it in perspective, I don’t think I could if I had a five
later on with eating from the food coloring in the fruit snacks, so I’ve been trying to wean him off but I can’t. [Ah, Where do you primarily shop to plan for meals? year old say “Hey, yeah, just go cook some dinner. Have fun.” Even if I was watching him.] Yeah, but he’ll have
he’s kind of addicted to them?] He’s addicted to them because he can’t have candy, so that’s like the only sweet special time if we make brownies that he’ll put everything in the bowl and I’ll crack the egg a little bit so that he
stuff, well, he eats other candy. Not like candy, but sweets like cookies and brownies and stuff. [Gotcha.] But as far Schnucks. [Schnucks. Ok. What do you like about Schnucks?] Because it’s by my house. [Convenience?] And I can finish cracking it. [Oh, ok.] He’ll put all the water and stuff in there and he’ll pour everything in and then he’ll
as hard candy, the fruit snack is like the closest thing to that, so it’s hard. But other than that, we eat pretty much, know where everything is in the store. Like, there is one Schnucks closer to my house and then there’s one by the mix it up and pour the batter in the, so he does a lot. [That’s handy.] Yeah. It’s messy though, but handy.
in my opinion, I never looked at the food pyramid and said, ‘We gotta have this, this, and that” I just go off of gym, so. The one by the gym is walking distance, but I’d rather drive to the other one because they are, the set up
what I eat when I was a kid. I know we have to have a meat, a vegetable, and we got to choose whatever else, if is different and the one by my house I know where everything is and the other one makes me frustrated because I Do you talk about family nutrition at home?
it was another vegetable, bread or whatever. It’s nothing I sit and plan. [Right. So you sorta get a lot of methods don’t know where certain things are. So I just go to Schnucks. [Gotcha.]
from your childhood? From learning from your parents and things like that?] Yeah. [Ok.] No. Not at all.
Are there any other places you go to supplement?
What does a typical weekly meal plan look like for your family? If so, what topics are most significant?
I might go to Dierbergs to find things that Schnucks doesn’t have and that’s pretty much it. Schnucks and
Well, I normally eat, I kinda go off what Aiden wants to eat and he wants to eat chicken, and he wants rice, and Dierbergs. And sometimes we’ll go to Whole Foods to get things like hummus, because their hummus is really N/A
he wants corn. And some days he just wants rice and corn. [On vegetarian days?] Because some weeks he is, good. And after swim class, we’ll go to Bread Company and then go to Whole Foods and get a cupcake for dessert.
but some days he wants to be a vegetarian because his dad is a vegetarian. So some days he’ll want to be a [Gotcha. They have good cupcakes, that’s for sure.] Yes they do. If not, what prevents you from discussing this topic?
vegetarian and then some days he wants to eat meat. So it varies. We probably eat meat, he’ll probably eat meat
three times out the week. [Ok.] And then he’s a so-called vegetarian the other days, but most of the time he will How many meals does your family share in a normal day? I just never thought about it. [Ok.] I never thought, he knows that candy is bad for him. That’s all he knows. [Got
just eat rice and corn. He likes vegetable wraps, so it just varies off what he wants to eat and that’s what I cook. it.] Other than that, we don’t talk about it. The only reason we did that is because his father works at a dentist
[Gotcha.] But it’s no fried foods. I don’t do fried foods, unless we are out at a restaurant. [Gotcha.] Share together, like eat together? [Yeah.] Just dinner. [Just dinner?] Yeah, because in the morning, I’ll grab me office, so he talks to him about how important his teeth has to be and he’s not suppose to eat candy. [Ok.] So
something, he’ll eat at my mom’s because she takes him to school or she babysits him. [Gotcha.] And then he’ll that’s the only reason why he doesn’t eat candy is because he thinks his teeth are going to fall out and they’re
What is your family’s weekly grocery budget? eat lunch with her, she has a daycare so he eats with the kids at the daycare. [That’s cool.] So then sometimes he’ll never going to grow back. [Oh my gosh, so he’s traumatized by that fact? Losing all his teeth. I would be too if I
go to my mom’s room in her house and eat by himself, in front of the TV. But when we’re at home, we’ll sit, we was a kid.]
Maybe, weekly, I’ll say about thirty dollars a week. [Ok.] And it’s just two of us. [Yup. Got it.] have a table right by the TV, so we’ll sit at the table and eat dinner together. [That’s cool.]
How do you educate yourself and/or your family about nutrition and health?
What does a normal dinner consist of? How often does your family eat together at home?
Look at Facebook and Pinterest. [Yeah.] I don’t do a lot of reading about what’s healthy and not healthy, except for
[I think we kind of talked about this earlier- mostly chicken, rice, and corn?] Chicken, rice, and corn. And white Well my schedule’s kind of crazy, because every other weekend he’s with his dad. But when I have Aiden, we something that pops up on Facebook, like an article or… [A recipe or something?] Yeah. Other than that, I don’t
rice, he doesn’t like brown rice. Sometimes he will switch it up and we will eat veggie burgers. I don’t feed him have dinner together every night so I’ll say 5 days. And I know when he’s with his father, they sit at the table and really sit and think about it. [Ok.]
hotdogs because, I don’t know, hotdogs with all the nastiness mixed together... [All the mystery inside of there?] eat together. [Ok, so five days a week?] Mhm. [Then weekends are just kind of sporadic?] Well, he’ll be with his
It just sounds disgusting to me, so I don’t feed him hotdogs. We eat a lot of turkey burgers, no pork, no beef. [No dad, so he’s with me five days, then he’s with his dad, then he’s with me, so yeah our schedule’s kinda crazy. But Where do you go to find information about healthy eating and nutrition?
beef? Hm.] So, and when he’s with my mom he eats a lot of vegetable burgers like with squash and zucchini, everyday that he’s with me, we eat together. [Gotcha.]
she shreds it and makes little patties for him. [Yeah, that’s awesome.] So he eats a lot of vegetables, he doesn’t [It sounds like Facebook and Pinterest are where most of it emerges?] Yeah, it’s probably not good but, that what I
discriminate against vegetables. He eats broccoli and green beans, and all that. He’s a pretty good healthy eater What time do you usually sit down for dinner? do. [Well, this is, I’m definitely not judging what you do, I’m just recording them, so.]
for a five year old kid. [Ok. Sounds like it. So how does that process work? He says “Mom, I want x, y, z for dinner”
and you just pick up what you need to make it, or how?] Yeah, that’s how it happens. And if we have leftovers, Between seven and seven thirty. [Ok.]
he’ll eat leftovers. [Ok.] So when I go pick him up from daycare at my mom’s, then we’ll ride home and I’ll say,
“Aiden, what do you want for dinner?” Some days he’ll say “I don’t know” and I’ll pick up something that I know
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APPENDIX F: TRANSCRIPTIONS > JERMELODY COLLINS-ROBINSON (PARENT)
What tools or strategies do you use to maintain nutrition and health at home? in a glass bowl and stuff. [Just like you’d eat at home for dinner?] Yeah. [Huh. Wow. That’s cool. That’s really cool.]
Ask me next year and I’ll know.
No, it’s just something I never think about. Especially with him, I just keep him away from candy because he’s a
kid and the more you eat, you’ll be healthy. As long as you’re not eating a bunch of junk and a whole bunch of How often do your children bring their lunch?
candy. [Yup.] You’ll be fine. [Yeah.] One thing I did start with him was, because he wasn’t drinking enough water
was I bought him a water bottle like this but it’s blue and I take it to the daycare and I’ll say “By the time I pick you N/A
up, all that water has to be gone.” [Oh, ok.] Because I know one thing he didn’t do was drink enough water. If I’m
drinking water all day, he should be drinking water too. [Yeah.] And he only drinks water for dinner, or he drinks What would you change about your family’s nutrition habits?
coconut water [Oh really?] He’ll drink one of those, but that’s it. I’m like you gotta drink water. And he wanted a
water bottle with me. So that started working. [That’s good.] I think we started that about two weeks, he’s like, Pretty much nothing except for fruit snacks. Like he eats a lot of fruit snacks. He eats a lot of vegetables, he eats a
“I’m peeing all day!” I said, “Good, you’re supposed to!” [That’s awesome. That’s good, that’s a good tool for sure.] nice portion of meat, we don’t really eat fried foods unless we go to a restaurant. We don’t eat fast food five days
out the week, so I think I’m doing pretty good. [Good.] So I don’t think I would change anything for real except
Have you or others in your household participated in a nutrition education program? for eliminate the fruit snacks that he eats. Because that’s really the only thing that’s unhealthy. [How long has he
been hooked on the fruit snacks for?] A long time. It’s like a drug. [Yeah.] And I don’t know how to get rid of it.
No. Like he fell of the other day because I told him that he couldn’t have any fruit snacks. [Fell out?] yeah, like he had
a temper tantrum. [Oh.] It was bad, and I was like “You can’t have fruit snacks everyday.” [Yeah, right.] Like every
If not, what has prevented your participation? time he eats, he wants fruit snacks. And I’m like no. So I think when they’re gone, I’m not going to buy anymore
and see how that goes, if he asks. But it’s like a drug. [Yeah, it might be one of those things, just like a drug, for
I just never thought about it. I mean I would but I’ve never thought about it or sat and said, “I’ll participate in a while its going to be pretty challenging because he’s going to want them and you’re not going to want to give
this.” I mean I just never… [Does the school offer anything here that’s a nutrition program?] I don’t think so. If them to him and there’s going to be that kind of interplay for a bit until it gradually settles down, you know?] I’ll
they do, I don’t know about it because it’s not something I’ve looked in to. [I know Brenna mentioned there’s a let you know how that goes. [Yeah. I’ll interview you again in a year and see what’s happening.] Ok.
cooking class or something.] Oh, yeah. [Cooking club, or something.] There is a cooking club, but I don’t know
that they cook in there. [Yeah.] I don’t know what they do, I’ve never been up there. [They could be making French Would you consider participating in a facilitation session with other parents to learn how design
fries, for all we know.] Yeah, I have no idea. I know they make rice crispies because I’ve been on the floor before. might impact your family’s nutrition habits?
[They make rice crispies or they make rice crispy treats?] Rice crispy treats. [Oh, ok. Hm. Haven’t had a rice crispy
treat in like 20 years.] Yeah, I wouldn’t mind. [Ok. I’m collecting interest because it might be happening later in the project, so it might
be in the future.] That’s cool. [So I’ll have a short list of people who I already know are interested in helping, so.]
If so, what did you take away from the experience? Great. [Thanks for taking the time…]
N/A
How do you feel about your child’s/children’s school lunch program?
He doesn’t eat lunch at school. [Ok.] So, I don’t know. [Where does he eat lunch?] At home. At my mom’s.
[Gotcha.] And they eat very healthy there. I mean he eats a lot of vegetables at my mom’s house. [Gotcha.] And
a lot of beans. Yeah. At his school, he goes only half day so he doesn’t eat there. [Gotcha.] I think the new school
he’s going to be going to next year they have actually a real chef there. [A real chef?] Yeah. [Wow. So they cook
everything fresh?] Yeah. [Wow.] Yeah, it’s a private school that he’ll be going to. [Ok.] So, I’m excited to find
out about what they’re doing there because I think he’ll enjoy that and I know they are very particular on what
they’re feeding each kid because they told me that even for birthday parties we have to find out what each child
is allergic to and to make sure that we have gluten free this and I’m like oh my gosh, this is going to have to
be something I look in to because I don’t know what’s gluten free and gluten free cupcakes, so it’s going to be
interesting what this new school year will have but they are going to have a real chef. [That’s awesome.] And
they have a family style lunch where they all sit at a round table. [Really?] And there’s going to be a teacher and
a student sitting at each table and they like sit down and pass out the plates and all the silverware. Like one kid
gets to do all that for that day. [That’s awesome.] And have their passing the food around and taking their little
serving. [So they do the whole thing?] It’s a family style lunch. [That’s really cool. That’s the first I’ve heard of that,
actually.] When I went to go visit, they had a like mashed potatoes and everything in glass bowls and they were
getting it prepped for the kids to come to lunch. They had like pickles, it was like not in a jar but the pickles were
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APPENDIX F: TRANSCRIPTIONS > BRIAN ROASH (PARENT)
So, first question, what role does nutrition play in your family’s life style? So it would be safe to say that you prioritize eating healthy and the budget that you allocate in they’re not allowed to eat anything but a fruit or vegetable for a snack, so if they’re hungry before dinner, they can
some way reflects that? snack as much as they want but it has to be a fruit of a vegetable. It can’t be chips or bread or anything like that.
Well, it’s a very important role because my wife Neshama is pretty particular with all that stuff. So, we work pretty [Gotcha.]
hard, to raise kids that understand the value of eating healthy and watching what they eat. You know, we read a Yes.
lot of labels and obsess about that kind of stuff. So, it’s a pretty important thing to us. [Gotcha.] Who in the household is involved in the food planning or preparation process?
What does a normal dinner consist of?
What spurred that prioritization? It’s almost exclusively me, everyone has an idea for something and she gets the recipe for me or sometimes she
We very, very rarely have any dairy in the house, we never have any meat, ever. So a normal dinner of consists of a cooks, but for the most part it’s me.
I think, for me it started when my best friend died of cancer. When I was 27, I believe, and I just, it really bothered couple of vegetables, and then a sort of pasta or potatoes or something like that. We make a lot of soups, so that,
me and he was only 30 and it was upsetting that, we were friend for a long time and after I kind of got over his you know we really honestly, vegetables are the main, the center of what we eat. [The star?] Yes. [Very cool.] Do you talk about family nutrition at home?
death, the nutrition stuff become a big issue for me, because I wanted to know about it. I actually did a lot of
research about it while he was sick, and I gave his parents information while he was sick, while he was in the We do, and the thing is, it’s hard to make it a big deal to our kids because, the bigger of a deal we make it to
Where do you primarily shop to plan for meals?
hospital to try to help out. They were not interested in what I was researching, but I think that once I had took a them, the more that they get irritated and turned off. [Mhm.] So our kids really don’t want to be like us, they
lot of stuff I had learned from researching how to help him, and I applied it to my own life. So I think that’s pretty make that known that they don’t want to do that stuff. But we know that they appreciate it, and it’s actually
Shop to plan for meals? [Yeah, like where do you do you grocery shopping primarily?] Well we go to either Whole
much where it all started. [Gotcha.] important to them, so we talk about stuff, but we really don’t have conversations with them like, “Ok let’s discuss
Foods, Trader Joe’s or Lucky’s. We almost always have to fit Whole Foods in there because there are things that
Whole Foods has that no one else has, that I like to cook with, and it just makes it easier to go there, to grab what we’re eating”, normally It’s just kind of throughout the week and they’re very observant, we have very
Do you have any challenges with maintaining nutrition and health at home? several things. Lucky’s has a lot of things that Trader Joe’s doesn’t have, so it’s kind of the good in-between that very observant kids, and they pick up on stuff and they read labels and they turn foods down at friends’ houses.
Lucky’s just opened up down the street from us. [Yeah that’s handy.] Yeah, it’s very handy. [We actually do a lot of They’re very aware of what they can and cannot eat.
Yeah, time and budget, it is not easy or cheap to eat healthy, it’s a lot less expensive to eat unhealthy. So when our shopping at Lucky’s now.] Lucky’s is great. [It’s awesome.] You can get a lot of the beer while you’re shopping.
we’re in a hurry or for traveling, or just tired and don’t want to cook, because I believe in cooking most meals , [Yeah, and you’re also really laid back in there.] Yeah. [Whole Foods is chaotic.] Yes it is. [And Trader Joe’s can be So the fact that you don’t talk about it a lot just related to the fact that you trust them that
and I’ll often, but not often, but during those moments, often purchase food from subway, but those are normally chaotic. Lucky’s is not very chaotic.] they’re aware of what’s going on, that you don’t have the worry about it as much and you
the times where we’re not eating very healthy. Even though we’re health conscious during those moments, it’s already know that they’re not trying to emulate your qualities.
not always healthy. [Gotcha.] How many meals do your family share in a normal day?
Pretty much. Yeah, I find that the more that we talk about stuff, the more we try to make an issue of certain things,
What is a typical weekend meal plan look like for your family? How many meals do our family share? So the kids kind of grab breakfast on the way out the door in the morning, the more challenging it becomes, because you know, the fact that we’re aware, and the fact that they’re kids, they
I know breakfast is a pretty important meal, but the kids always eat breakfast, but we don’t make anyone sit seem to have an issue with so many things, especially Taliyah. She’s sort of rebellious and doesn’t want to have
Well since I do all the cooking it’s pretty fluid, it depends. Sometimes, I’m not very good at planning, I don’t have down, I’m not a very morning person at all. So the idea of getting up and cooking a big breakfast every morning anything to do with what Nashama’s into. She’s, “You’re too spiritual for me mom, I don’t think that way, and I
a lot of time to plan, so most of the things that I cook are done on the fly and I have the ingredients in the house and sitting down before school is completely insane to me, it would never happen. So I get up at the very last don’t want to think and live that way.” So it’s pretty interesting to watch her. So we try and make a big deal out
that I know that work well and are good to have, and easy to make and I can make several dishes from those few moment, I make the kid’ lunches I get them a frozen waffle or Shiloh will make a bowl of cereal, or I’ll make of something, like, “We don’t do this, or we don’t do that”, and normally they get all weird and then they weird
ingredients. [So if you have, say, 6 to 8 ingredients that you know have several combinations in different fishes toast with peanut butter on it or avocado on it, and Taliyah will always have it in her hands when she runs out the and try and fight it at some point. So I guess it’s all about trying to be subtle. [Heh, yeah, sneak in those lesson’s
that you can make from them around, and you keep them around, and you think that you can just pull from that, door. She goes and carpools with neighbor and I always feel bad because she always drives a Mercedes and she’s somewhere.] Yes. [Cool.]
you make different things?] That’s exactly it. I have my favorite things to make, and they’re normally not items always getting into his car with a piece of toast or something, and I always wonders how much he hates picking
that are my types of food. Mexican food is very easy to make, as is Chinese food. Those types of things have a lot up my daughter since she’s eating in his car. The kids always eat lunch at school, Saturdays we always eat lunch How do you educate yourself and/or your family about nutrition and health?
of vegetables, and we make pasta from time to time, but what we try to do is whatever is easy to make that has a together, Sundays we normally eat lunch together, and then we always eat dinner together, always.
lot of vegetables and not a lot of processed stuff, is normally our goal. That’s a good question. Well I try to stay up to date, and I read a lot, and the fact that we’re vegans, we have to
So, how often does your family eat dinner together at home? know about our foods. There’s no way around it, we can’t not know about what we’re eating. [It’s kind of like if
What is your family’s weekly grocery budget? you have an allergy, you’re forced to be more aware of what you’re putting in your body. But when you’re vegan,
Every night. Is that what you’re asking? [Yep.] Yes, every night we eat dinner together at home, unless someone’s because you’ve made that choice, you have to be conscious about it at all times.] You have to be conscious about
I think it’s kind of scary the last time I checked. [Scary?] It is, it is. It fluctuates, we’re both self-employed, there’s gone, over at a sleep over, we always eat dinner together. We very rarely eat in front of the TV. It’s always at the it at all times. Every time you go somewhere, you have to check, you go out to restaurants, and you have to ask
not a lot of money, we have to make do and adjust accordingly, and normally we’re around the 300-400 dollars table, all 5 of us, no phones at the table, TV’s never on, and it’s a very sacred time of all 5 of us to talk about the what’s in it. Just that alone, just the decision to eat a certain way forces you to be more aware because of the
a week for food, our family is. [Gotcha.] We buy mostly organic and it’s just more expensive. We try not to shop day. [That’s great.] efforts that it takes to be that way, if that makes any sense. [Yes, absolutely.]
at Whole Foods a lot, because it’s more expensive, but Whole Foods carries most of what it’s easy to get what you
need because you don’t have to go to multiple places because they have pretty much everything that you want. What time do you usually sit down for dinner?
[Right.] We try to make it so we go to Trader Joe’s or Lucky’s because it’s less expensive and we definitely save
money by doing that. We shoot for 6:30, but sometimes it’s not until 7-ish [Got it.] Because of work schedules and everything else,
and it takes me awhile to make dinner. What you ate tonight? That’s normally what our dinners are like. Like I
don’t throw stuff in a pot or heat something up in the microwave, I always cook the meal. [Yeah that’s really the
real deal. You had all the prep and...] I do that every night. [Cheese from scratch and everything.] Yes. I cook
every meal and so sometimes it takes me a little longer, and the kids get hungry, and we have a rule after 5:30
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APPENDIX F: TRANSCRIPTIONS > BRIAN ROASH (PARENT)
Where do you go to find information about healthy eating and nutrition? Last question, would you consider participating in a facilitation session with other parents to
learn how to design might impact your family’s nutrition habits?
Well a lot of it is in the cookbooks that we get. A lot of it is from social media, so I have a few really great Facebook
groups that I’m on, Vegan healthy eating, organic Facebook groups, and they post articles, research, recipes, Sure. [Awesome.] Yes. [Thank you for your time, Brian.]
opinions, news and all kinds of stuff. And it just kind of helps you stay informed. [Yeah, so primarily through
Facebook groups?] Yeah, I’d say get most of it through that end, friends too. We have several friends who are
vegan and vegetarian, and they will often share something or when we’re hanging out, talking about something
that they’ve learned.
Have you or any others in your household participated in some form of nutrition education
program of any kind?
I have, trying to think where it was. Several years ago I had done several small classes in Colorado; it might
have been a Wild Oats. [Wild Oats, we used to have one of those here. So what did you take away from the
experience?] It was so long ago, but I think the biggest thing I took away from it, that I’ve been reminded of very
often, that there are people don’t eat healthy have their few poor things that they center their entire diet around.
Most people, its meat. So they always have their meat dish, and everything is centered on that, so ‘What kind of
meat’ or ‘what kind of protein is I going to have today? Am I going to have this or that? And I’m going to need
this or that to go with it’ and it all centers on there. But whenever you’re a vegetarian or a vegan, you’re trying to
eat healthier, you’re focus is similar, but it’s what few things am I going to center my diet around, and that carries
to every single thing that you do. So our thing is vegetables. We eat fruit too, but vegetables to us are the most
important part of our diet besides water. So everything that we do is, “What vegetable are we going to have?” So
tonight we have brussel sprouts, and so we start out with those, and what can they go with tonight, and I made
a pot of rice and sautéed some onions and made this really simple dish, it didn’t take really long to make, and
it ended up really good. I made some black beans. It wasn’t a very complicated meal, and it really didn’t look all
that great, but it was really delicious and everybody liked it, and it all started with the vegetable. So I learned to
start with the healthy thing and then you go from there. And you also stock your refrigerator accordingly, too.
You learn what you’re good to cook with and what things are easy to make, and healthy things in your kitchen at
all times and you just whip something up. [Right, You need to stock yourself with the right tool belt.] Right. [The
equipment is just as important as the meal.] That is true.
How do you feel about your child’s or children’s school lunch program?
We’re not that big fans of it, so I make lunches every day, but it’s not as bad as some and it’s a work in progress. I
know Neshama has been involved; she’s been in a few meetings before to try to figure out ways to make it a little
bit healthier. And it’s a bit better than whenever I was a kid, and they’re making improvements for sure, but it’s
still a centered around traditional food pyramid type of mentality. So if the protein, it’s all focused around that,
so it’s all chicken or beef, and actually they don’t ever serve any pork at the school. It’s normally hamburger or
chicken or chicken fingers, or something like that. [But because you guys are vegan, that forces school lunch to be
sort of out of your spectrum.] Yes, but the kids aren’t vegan; they’re vegetarian, but yes, exactly. [So how often do
your children bring they lunch?] Every day. [Every day.] I think last week, I let them buy their lunch, and they were
very happy for that and thought that was a big treat, and they got cheese pizza, and that was cool to them. [Cool.]
But every once in a while. [So you treat them every now and then] It’s just like any other thing with parenting, you
don’t want them to grow up and resent you for things that you made them do. [Right.] Let’s face it, cheese pizza
is delicious. [It is.] And quesadillas are cheesy, delicious, and stretchy, it’s really good. [Nothing else like it, and
there’s no meat.] Exactly.
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APPENDIX G: ACTION RESEARCH RESULTS
SESSION #1: APRIL 29, 2016 @ PGAV DESTINATIONS
CURRENT STATE
DESIRED STATE
Figures 301-312. Action research results, plate exercise. Author’s image. 187
SESSION #1: APRIL 29, 2016 @ PGAV DESTINATIONS
Figure 313. Action research lunch prototype #1. Author’s image. Figure 314. Action research lunch prototype #2. Author’s image. Figure 315. Action research lunch prototype #3. Author’s image.
Figure 316. Action research lunch prototype #4. Author’s image. Figure 317. Action research lunch prototype #4. Author’s image. Figure 318. Action research lunch prototype #6. Author’s image.
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SESSION #2: MAY 31, 2016 @ PGAV DESTINATIONS
Figure 320. Action research, dice set #1. Author’s image. Figure 321. Action research, dice set #2. Author’s image.
Figure 319. Action research ingredient brainstorm. Author’s image. Figure 322. Action research, dice set #3. Author’s image. Figure 323. Action research, dice set #3. Author’s image.
189
APPENDIX H: PROTOTYPE FEEDBACK
GENERAL FINDINGS: Participant #1 Participant #4
• Meal preparation would be best positioned front and center, to keep the area • “For farmer’s markets, it would be a very welcome addition to any of the ones I’ve been to.” • “You could gain credibility through sponsorship.”
• “It fits with the supermarket model.” • “To me, the most interesting part of it is the meal prep area.”
active and engaging for potential participants. • “I could see there being a retail aspect, kind of a back-ended education.” • “What’s missing is shopping.”
• Parents were excited about the idea that meal preparation could be customized • “I could see picking out ingredients and the chef makes something unique for you.” • “When I saw the activities area, I was thinking of gardening.”
to a pre-selected ingredients package than they could easily replicate at home. • “Is your goal to educate and convert, or feed the existing culture?”
• A smoothie station for the kids could be an effective addition to the experience.
• Growing plants on the roof could be both a visual attractor and another way to
engage and educate parents. Participant #2 Participant #5
• Kids are more likely to eat fruits and vegetables if they are involved in the
• “The activities have to lure the kids in.” • “The kid part is a really cool idea, but does it engage their parents as well? Because I
planting and growing process • “How do you insert this in the environments that are susceptible to bad nutrition?” think that would be really important.”
• Capacity could be a concern for time-sensitive activities, depending on location, • “I feel like it could go so many different ways.” • “Once people become active, they might look for more information.”
staffing and attendance • “For someone like me, who does the intuitive health management thing, it will be • “Every year when we go to Earth Day, we always spend more time at the booths
helpful to curtail what we buy.” where the kids can do something, like make a craft.”
• Kit-based meal preparation workshops could be valuable in teaching families
• “I think the meal prep could have the potential to attract people who are
how to prepare a meal that they can easily take home and repeat. not with children.”
• Pick your bag, watch it get made, sample it, take it home (with instruction card). • “Maybe just a separate station that could be rolled out that has a small garden.”
• Parents cited additional locations that could be beneficial for experience, such Participant #3 • “How do you take this type of concept and how do make it feasible to affect people
more on a personal level?”
as libraries, 5k runs, schools, parks, state fairs (to partner with events such as • “I like the idea of the kids’ activities on the side. It’s a really good idea. It’s really super • “It would be great for the chef to be able to prepare food, people can see it, but then
movie nights, sports games, earth day, etc.) distracting when you have kids running around.” for those that weren’t up close and personal, for there to be someone to walk around
• Partnering with other health-minded organizations (such as dentists) could • “I think it would be more fun to walk up if the meal prep was in front.” with samples of that food, with a small piece of information or a recipe.”
• “Me personally, I would never walk up onto this.” • “If you can take this idea, and have its own published cookbook that went along
facilitate a more comprehensive mobile family health experience. • “If they’re doing meal prep, and they ask what kind of food you want in your meal, with everything that you did.”
• There could be opportunities to partner with grocery stores to increase their then they’ll prepare it around what you like, then that might be something where • “This dude right here would have his own YouTube channel.” (pointing to chef)
exposure and bolster healthy eating credibility of the stores. it would invite me in.”
• Targeting new parents or parents-to-be could increase nutrition awareness and • “I like the idea of a nutritionist, as long as they’re not overly pushy about it.”
• “[My kids] are more likely to eat things if they grow it.”
healthy eating habits early. • “If they can watch it grow and they can see the process, that might be cool.”
• “It depends on how it’s staffed, and how long activities take, because you’re going to want
to roll people through.”
• “Definitely music. You don’t want the music too loud though, because you want to hear
what people are saying.”
• “You can’t expect the meal prep guy to just wing it on anything.”
• “Maybe have a ‘Pick Your Kit!’ and we’ll show you what you can do with that kit,
and you could pick more specialty items to add.”
• “We don’t get to farmer’s markets very often, or as often as we would like.”
• “If you could partner with a school, and it’s kid-oriented, and the kids can go and interact.”
• “If it happens to be where I’m at, I don’t worry about the time. If it was something
I had to go to, then I would be.”
190
APPENDIX I: BUSINESS MODEL DEVELOPMENT
BUSINESS MODEL CANVAS 1.0
KEY PARTNERS KEY ACTIVITIES VALUE PROPOSITIONS CUSTOMER RELATIONSHIPS CUSTOMER SEGMENTS
The initial business model was primarily informed • Local farms • Activity planning • To offer design-centered • Meal planning and food • Parents
by key findings from prototype testing. Populating • Schools • Product development activities for promoting sourcing
the canvas in this way allowed the emergence of • Non-profit organizations • Food preparation healthy eating habits • Children
for families • Food enthusiasts
potential gaps in the relationships between each • Health organizations • Meal planning • Vegans/vegetarians
building block. • Food sourcing • To educate families • Farmers
through active experiences • Physicians
around fresh food and
healthy eating
• To leverage the expertise of

KEY RESOURCES chefs and nutritionists for CHANNELS
• Nutrition expertise the benefit of bringing fresh, • Website presence

• Plant-based chefs low-cost food to families • YouTube channel
• Experienced facilitators • Mobile app
• Farmers • Physical interface
• Web developers
COST STRUCTURE REVENUE STREAMS
• Startup costs • Facility rental fees • Cookbook sales • App sales

• Trailer maintenance (location-dependent) • Food sales • Delivery/subscription service
• Product development costs
(web, app, cookbook, activities)
Figure 324 (above). Business model canvas working wall 1.0. Author’s image.
Figure 325 (right). Initial business model canvas. Author’s image. 191
BUSINESS MODEL CANVAS: VALUE PROPOSITIONS
• An experience-based offering fully utilizes Key partners • Delivery of experience relies on accountability of
and Key Resources to be successful Key Partners and Key Resources
VP
• Products are a natural extension of the • Value Propositions cater heavily toward families, but do
physical experience not directly address additional Customer Segments
• Value Propositions support the broader message of • Low-cost Value Propositions may limit offerings and
nutrition education in an accessible, indirect way Revenue Streams
• Educating families through active experiences around OPPORTUNITIES THREATS

fresh food and healthy eating
• Simplification or improved integration of the physical • Meal delivery subscription services offer similar products
experience and its supporting products/services when considered separately from the physical experience
• Communicating the value of family nutrition through
good design • Could use existing Value Propositions to build • A visceral experience could be confused as just another
agricultural knowledge among Customer Segments health trend
• A mobile nutrition education experience for parents
on-the-go • Could incorporate other elements of family health • True value added could be difficult for Customer
into offerings (vitamins/supplements, physical activity) Segments to recognize
• Leveraging the expertise of chefs and nutritionists to
bring fresh food and knowledge to families at a
low cost
Figure 326 (above). Business model canvas icon, Value Propositions. Author’s image.
Table 15 (right). SWOT analysis, Value Propositions. Author’s image. 192
BUSINESS MODEL CANVAS: CUSTOMER RELATIONSHIPS
CR • Customer Relationships focus on bringing families • Relationships with health professionals may be
together for a positive purpose difficult to nurture
• Leverages parents as idea generators for future • There are not enough Customer Relationships to
potential offerings equally represent all Customer Segments
• Brand identity strengthens Customer Relationships • Hands-on interactions may not always be possible
through good design
• Active participation OPPORTUNITIES THREATS

• Family involvement
• Personal assessment and support • Follow-up from physical experience could be included • Personal assessment and co-creation may be
threatened by time
• Community involvement
• Personalized products and experiences could
be simplified • Lack of proper incentive may negatively impact
• Co-creation of new menu and meal kit ideas partner referral potential
• Partner referrals and recommendations • Customer Relationships with health professionals
may need to automate • Physical touchpoints are time-sensitive, and may
challenge development of Customer Relationships
Figure 327 (above). Business model canvas icon, Customer Relationships. Author’s image.
Table 16 (right). SWOT analysis, Customer Relationships. Author’s image. 193
BUSINESS MODEL CANVAS: REVENUE STREAMS
• Revenue Streams include a diverse set of offerings • App may not be a successful revenue generator
• Freemium model allows easy access to network without • Sales projections could be difficult to predict
pressure to buy
• Food sales are a sustainable Revenue Stream

supported by Key Partners such as local farmers
RS and grocers
• Pricing facilitates comprehensive payment
• Mealkit subscription is a repeatable Revenue Stream
• Product sales (app, activity cookbox) OPPORTUNITIES THREATS

• Sales from food and meal kits
• Subscription fees from mealkit delivery service • Product offerings could be expanded to extend the • There is a relatively high dependency on products and
experience further services offered at the physical touchpoint
• Free meal sampling and familiy activities
• Mealkit subscriptions could be initiated at physical • Revenues generated from renting fees could be variable
• Renting fees for events point of sale and unpredictable
• School program could act as a recurring Revenue Stream • Margins for digital offerings could be threatened by
high app developement costs
Figure 328 (above). Business model canvas icon, Revenue Streams. Author’s image.
Table 17 (right). SWOT analysis, Revenue Streams. Author’s image. 194
BUSINESS MODEL CANVAS: COST STRUCTURE
• Product development costs are generally predictable • May incur high development costs before
realizing a profit
• Startup costs are singular
• Diversity of offerings may not be cost-efficient
• The majority of costs are related to the upkeep of the
physical experience • There is little benefit from economies of scale
CS • Food inventory costs can vary by availability
• Product development costs (cookbox, website, app) OPPORTUNITIES THREATS

• Trailer maintenance and overhead
• Produce inventory costs • Consistency in Key Partners and Key Resources can • Facility rental fees can vary by event location, profit
ensure that costs remain predictable structure, and content
• Startup costs • Advertising costs could be minimized by offering • Produce inventory costs vary by supplier or food quality
• Facility rental fees physical experience as a free rental to Key Partners
• Marketing and advertising • Customer demand for new products could increase
• Inventory costs could be eliminated when partnering product development costs unexpectedly
with farmers and grocers
Figure 329 (above). Business model canvas icon, Cost Structure. Author’s image.
Table 18 (right). SWOT analysis, Cost Structure. Author’s image. 195
BUSINESS MODEL CANVAS: CHANNELS
• Physical and digital offerings extend the experience • Diversification of Channels my be difficult to maintain
• Channels are easily visible through physical and • Channels could become more integrated
digital touchpoints
CH • The abundance of Channels could confuse customer reach
• Diverse channels facilitate multiple entry points to
the experience • Digital touchpoints may not prove as effective as
experience-based offerings
• Physical experience (Nomnivore trailer) OPPORTUNITIES THREATS

• Meal delivery service
• Events • Leveraging known events and suppliers to build • Partner channels could dilute the strength of the brand
awareness and credibility and cause confusion among Customer Segments
• Partner channels (Grocers, farmers markets, schools, • Additional partner channels could extend the reach • Web-based channels are in danger of high competition
health organizations) of the experience with big-box companies (such as Food Network, etc.)
• Web presence
• Mobile app • New partner channels could be created through • Other widely known meal subscription options such as
current Key Partners Plated or Blue Apron threaten adoption of the service
• YouTube channel (for chef)
Figure 330 (above). Business model canvas icon, Channels. Author’s image.
Table 19 (right). SWOT analysis, Channels. Author’s image. 196
BUSINESS MODEL CANVAS: KEY ACTIVITIES
KA • Activity planning involves designers, chefs, • Activity planning effort results in a free offering, which
and nutritionists could negatively impact Cost Structure and
Revenue Streams
• Product development effort extends the
physical experience • Over-diversification of Key Activities could dilute the
quality of execution and production
• Key Activities are well-aligned with Value Propositions
and Revenue Streams • Internal Key Activities could be overwhelming to manage
• Food preparation OPPORTUNITIES THREATS

• Product development (activity cookbox,
physical touchpoint) • Activity cookboxes could curate recipes from • Production activities could be disrupted by busy event
well-known chefs schedules
• Activity planning
• Development and preparation of meal kits • Food sourcing tasks could be added to • Quality of food is dependent upon weather and other
Key Partner responsibilities growing conditions
• Production of activity cookboxes
• Food sourcing • Some routine Key Activities could be performed by • Outsourced delivery services may be challenging to
others (sourcing, short-term design needs) manage or control
• Food delivery
Figure 331 (above). Business model canvas icon, Key Activities. Author’s image.
Table 20 (right). SWOT analysis, Key Activities. Author’s image. 197
BUSINESS MODEL CANVAS: KEY RESOURCES
• Short-term needs are generally met through outsourcing • Meal kits are limited by local availability and
seasonality of food
• Multi-disciplinary expertise is represented in
human resources • Key Resources may change circumstantially between
KR physical and digital offerings
• Human resources combine design and nutrition
skill sets to create a unique offering
• The unique combination of Key Resources is difficult

to replicate
• Plant-based chefs OPPORTUNITIES THREATS

• Designers
• Nutritionists • Key Partners can be leveraged as Key Resources • External digital asset development (web, app) could
create challenging logistics
• Physical, portable container
• Nonprofit organizations could be leveraged to
adopt additional Key Resources • Reliance on local farm availability could threaten
• Brand development the diversity of meal offerings
• Local farms • Intellectual property could be better utilized through
• Delivery services sponsorship with Key Partners • Keeping physical assets protected from weather
could be challenging
• Web/app development
• Builders/carpenters • The quality and reliability of delivery services may
vary by area
Figure 332 (above). Business model canvas icon, Key Resources. Author’s image.
Table 21 (right). SWOT analysis, Key Resources. Author’s image. 198
BUSINESS MODEL CANVAS: KEY PARTNERS
• Key Partners are leveraged wherever possible to • Key Partners include some competing entities, such as
minimize internal risk and/or effort grocers and local farms
KP
• Local partnerships reinforce community message • Using sponsor partners might threaten the impact of
brand awareness
• Many Key Partners also translate into lucrative
Customer Segments • Some Key Partners may only be used occasionally
• Grocers OPPORTUNITIES THREATS

• Local farms
• Schools • Some short-term design needs could be outsourced • Competition between grocers and farmers markets may
cause conflict in sourcing inventory
• Key Partners could be used to co-create new product
• Health organizations and service offerings • Key Partners regularly interact with competitors that offer
• Nonprofit organizations parallel Value Propositions
• Web/app/marketing agencies • Networking within Key Partners groups could expose
new Customer Relationships • High dependency on farms and grocers for fresh foods
Figure 333 (above). Business model canvas icon, Key Partners. Author’s image.
Table 22 (right). SWOT analysis, Key Partners. Author’s image. 199
BUSINESS MODEL CANVAS: CUSTOMER SEGMENTS
• Primarily family-focused • Marketing to multiple Customer Segments may confuse
the overall message of the experience
CS • Customer sub-segments can enjoy similar benefits
from offerings • Distinctions between families and parents-to-be may
be difficult to discern
• Key Partners also serve as customers
• Reaching health professionals directly may
• There is a continual influx of new potential be challenging
Customer Segments
• Families OPPORTUNITIES THREATS

• Farmers
• Schools • Families could serve as ambassadors for creating • Free experience-based offerings may not lead to revenue
new Customer Segments
• High competition with other food vendors
• Expecting parents • Families may be able to separate into subcategories
• Foodies to create more sophisticated Customer Segments • Family nutrition education is a growing problem—
• Health professionals competition is not far behind
• Event organizers • Growing health awareness market could foster new
opportunities for Customer Segments and Key Partners
Figure 334 (above). Business model canvas icon, Customer Segments. Author’s image.
Table 23 (right). SWOT analysis, Customer Segments. Author’s image. 200
REFERENCES
REFERENCES Designing For Wellness
ANNOTATED BIBLIOGRAPHY
Bauer, K. W., Laska, M. N., Fulkerson, J. A., & Neumark-Sztainer, D. (2011). Berge, J. M., Larson, N., Bauer, K. W., & Neumark-Sztainer, D. (2011). Are Brandl, T. A. (2014). How does parent nutrition education change what
Longitudinal and secular trends in parental encouragement for healthy parents of young children practicing healthy nutrition and physical activity children bring for lunch (master’s thesis). Retrieved from http://sophia.
eating, physical activity, and dieting throughout the adolescent behaviors. Pediatrics, 127(5), 881-887. stkate.edu/cgi/viewcontent.cgi?article=1054&context=maed
years. Journal of Adolescent Health, 49(3), 306-311. doi:10.1016/j.
jadohealth.2010.12.023 This study was about understanding parents’ health habits related This research study was completed for a students’ Master of Arts in
to nutrition and physical activity behaviors. Because parenthood is a Education Action Research thesis, focusing on how parents’ nutrition
In this five-year longitudinal study, patterns in parental encouragement common life event in most adults’ lives, it was important to study changes knowledge affects what children bring to school for lunch. The researcher
for adolescents’ nutrition education, eating habits and physical in diet, nutrition and activity during the transition to parenthood in investigated cognitive effects of healthier food choices, the importance of
activity were examined. Particular interest was paid to evaluation of order to determine how parents’ health behaviors may translate to their home meal preparation and potential opportunities for parental nutrition
parental encouragement on both a longitudinal and secular level to children. Findings suggest that mothers are most likely to change dietary education programs.
identify behavioral changes as adolescents grow older and as parental behaviors upon entering parenthood, while fathers show no significant
involvement fluctuates over time. change other than decreases in physical activity levels. The results of the study illuminated several concepts for parents to gain
valuable nutrition knowledge, such as conducting parent nutrition
The authors’ findings suggested that behaviors and eating habits This research offers valuable insight by targeting parents directly at their classes and participation in a collaborative food club. An action plan for
encouraged during adolescent years can significantly influence long-term entry point into parenthood, which may illuminate potential root causes developing a more meaningful relationship between children and food
behaviors, pointing towards potentially opportunistic parent-centered of poor nutrition behaviors in families. was explored in the home and school environments, suggesting that
intervention models within the scope of this study. there may be ample opportunity to improve children’s eating habits by
Bono, E.D. (1970). Lateral thinking: Creativity step by step. New York: educating parents on proper nutrition.
Belsky, S. (2012). Making ideas happen: Overcoming the obstacles between Harper & Row.
vision and reality. New York: Portfolio. Brug, J., Oenema, A., & Campbell, M. (2003). Past, present, and future of
In his breakthrough book, de Bono discussed the power of creative computer-tailored nutrition education. The American Journal of Clinical
Scott Belsky, founder of Behance, discussed the necessity of structuring thinking as a way to open the floodgates on innovation opportunities, Nutrition, 77(4), 1028S-1034S.
creativity as a means of fostering the realization of ideas. He argued that while stressing the importance of balancing vertical and lateral thinking
the creative process was in dire need of organization as a method of strategies to facilitate effective implementation of new ideas. Through a In this article, the authors explored the potential for digital nutrition
loss prevention, suggesting that many great ideas are often lost in the series of diagrammatic explanations, he challenged previously accepted education tools and evaluated the effectiveness through observational
turbulence of iteration and lateral thinking. standards about logical and conventional methods of thinking, proving research. The researchers concluded that although computer-tailored
that creativity is the act of thinking differently. nutrition education tools were proven to provoke positive results in
Throughout the book, emphasis was placed on maintaining an actionable dietary change and weight loss, future research is needed to understand
agenda during the entire design process as assurance that critical The uncomfortable, often uncertain nature of lateral thinking demands who might be best targeted for adoption of these tools. Various drivers
goals and milestones are met. Belsky’s ability to bridge divergent and an in-depth discussion around its uses and opportunities—for this for computer-based nutrition education were discussed, as well as its
convergent thinking and apply equal importance to both spectrums made purpose, de Bono gave educators, businesspeople and critical thinkers a potential in achieving individualization on a broader scale of participants.
this contribution an important asset for anyone working in the creative new, powerful tool for their arsenal. The learnings within this book were
field, especially in the context of design research. signficant contributors to the practice of divergent thinking in this study. This research was important to the study in considering the present
and future implications of technologically-driven nutrition intervention
programs and education tools for parents and their children.
202
Davison, K. K., Jurkowski, J. M., Li, K., Kranz, S., & Lawson, H. A. (2013). Franko, D. L., Cousineau, T. M., Trant, M., Green, T. C., Rancourt, D., Thompson, Fulkerson, J. A., Kubik, M. Y., Rydell, S., Boutelle, K. N., Garwick, A., Story,
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doi:10.1016/j.ypmed.2008.06.013 jneb.2010.03.006
This pilot study involved research, development, and test implementation
of a family-centered nutrition intervention program, Communities for The authors evaluated the test implementation of MyStudentBody.com- In this study, the impact of the family mealtime environment on proper
Healthy Living (CHL), focused primarily on parent engagement within Nutrition (MSB-N), a web-based nutrition and physical education program nutritional intake in children was evaluated. Beginning with an overview
low-income families with children aged 2-5 years old. The intensive two- designed specifically for college students. The goal of the program was of current barriers to meal frequency and quality, the study conducted
year program engaged 154 participating families, who were involved in to engage college students in healthy eating and physical activity habits. focus groups with working parents of school-aged children to investigate
the entire program design and implementation process. Four hundred seventy six students participated in the study, representing barriers in more detail and offer opportunities for interventions that may
six universities. The outcomes of the study displayed increases in fruit promote the frequency, environment, and quality of food intake at family
While the results must be cautiously evaluated due to the lack of a proper and vegetable consumption, positive change in eating behaviors, and mealtime.
control group, findings drawn from pilot testing suggested that immersive increases in nutrition knowledge.
family-driven interventions have great potential in transforming poor Emphasis placed on a lack of children’s participation in family meal
nutrition and health habits in an effort to empower parents and their While the implications for behavioral change related to physical activity preparation suggested that interventions targeting participatory learning
children to live healthier lives. were low amongst both experimental groups, the findings suggested that could increase the effectiveness of nutrition education in both home and
computer-based nutrition tools have the potential to positively impact school environments. The significance of active parental role modeling is
Ebbeling, C. B., Pawlak, D. B., & Ludwig, D. S. (2002). Childhood obesity: Public- youth by utilizing technology as a common ground. cited as a valuable area of further research study.
health crisis, common sense cure. The Lancet (2002) 360, 473–82.
Fulkerson, J. A., Neumark-Sztainer, D., & Hannan, P. J., & Story, M. (2008). Gloor, P. A. (2005). Swarm creativity: Competitive advantage through
This article provides an overview on the international child obesity Family meal frequency and weight status among adolescents: Cross- collaborative innovation networks. [Kindle version].
problem, discussing barriers to change, prevention and treatment. sectional and 5-year longitudinal associations. Obesity (2008) 16, 2529–
Contributing factors such as the prevalence of unsupervised sedentary 2534. doi:10.1038/oby.2008.388 Collaboration provokes and sustains competitive advantage through what
activities in children and an abundance of high-calorie, low-nutrition Gloor defined as collaborative innovation networks (COINs). This book
foods offered in schools suggest a need for detoxification of the This study examined associations between frequency of family meals and discussed the structure of COINs and their significance to innovation
environment to encourage positive behavioral change. overweight onset among adolescents. Based on results from the study, culture by establishing strict frameworks that support participatory
topics for further investigation included deeper evaluation of ethnic/racial learning. The concept of ‘swarming’ is explored as a system of self-
The researchers offered opportunities for elimination of nutrition variables and whether gender influences the relationships between meal organization in which there are no leaders, but the structure itself guides
inhibitors via common sense, direct application of healthy eating and infrequency and weight gain. Study results involving various age groups the solution of complex problems through the balance of positive and
activity habits. The article highlighted several key insights that promote also suggested that interventions promoting healthful family meals as a negative feedback. The system Gloor describes is disruptive in that it
aggressive research and implementation methods to combat child deterrent to weight gain should primarily target school-age children. replaces control with autonomy and intelligent distribution of tasks.
obesity.
Of particular interest is that frequency of family meals alone cannot The book itself, while adaptive at its own core, offered the positive
comprehensively determine underlying barriers to proper nutrition implications for adaptive, autonomous systems within a variety of real-
intake, due to the variability in food quality and balanced nutrition world applications.
content.
203
Golan, M., Weizman, A., Apter, A., & Fainaru, M. (1998). Parents as the Golley, R. K., Hendrie, G. A., Slater, A., & Corsini, N. (2011). Interventions Hammons, A. J., & Fiese, B. H. (2011). Is frequency of shared family meals
exclusive agents of change in the treatment of childhood obesity. The that involve parents to improve children’s weight related nutrition intake related to the nutritional health of children and adolescents. Pediatrics,
American Journal of Clinical Nutrition, 67(6), 1130-1135. and activity patterns: what nutrition and activity targets and behaviour 127(6), e1565-e1574. doi:http://dx.doi.org/10.1542/peds.2010-1440
change techniques are associated with intervention effectiveness. Obesity
In this study, researchers evaluated positive associations among parents Reviews, 12(2), 114-130. doi:10.1111/j.1467-789X.2010.00745.x This meta-analytical study discusses the frequency of family meals as a
as change agents in the treatment of childhood obesity, in comparison determinant of children’s nutritional health. Results suggest that children
with the conventional approach (children as self-regulated change In this study, researchers identified specific behavior change techniques who share family meals three or more times per week exhibit a greater
agents). Lasting one full year, the analysis involved sixty obese children related to children’s nutrition intake and activity levels in order to evaluate likelihood of healthy eating behaviors.
aged 6-11 years old and randomly allocated to either the experimental or effectiveness. Rather than studying the presence or absence of nutrition-
conventional group. related variables, it contrasted with other studies related to nutrition The findings in this study promoted the significance of family-centered
intervention by directly evaluating the effectiveness of current family- nutrition programs designed to bolster the frequency of family meals.
Results of the study showed that parents as the primary facilitators of targeted nutrition intervention strategies. This study supported the claim that consistent family meal sharing
nutrition habits in the household had greater potential to influence contributes to family-wide nutritional health.
weight loss in children and promote healthier family lifestyles overall. The results of this review were important when considering future design
and implementation of nutrition-related intervention programs. Specific Johansson, F. (2006). The medici effect: Breakthrough insights at the
Golan, M., & Crow, S. (2004). Parents are key players in the prevention opportunities for improvement of intervention design included holistic intersection of ideas, concepts, and cultures. Boston: Harvard
and treatment of weight-related problems. Nutrition Reviews, 62(1), integration of the behavior change process, targeting multiple behaviors Business Press.
39-50. to change, and inclusion of specific goal-setting and reward techniques.
In this disruptive contribution, Johansson discussed utilizing the power
This study examined the parents’ role as agents of change in instigating Guitart, D. A., Pickering, C. M., & Byrne, J. A. (2014). Color me healthy: of unique intersections that can cross-pollinate industries and defy
behavioral transformations among children related to nutrition and food diversity in school community gardens in two rapidly urbanising conventional barriers. Throughout the book, emphasis was placed on
healthy eating, exploring nutrition inhibitors such as increases in Australian cities. Health & Place, January 2013. doi:10.1016/j. separating oneself from industry comforts and voluntarily engaging polar
sedentary lifestyle, reduction in overall physical activity and media healthplace.2013.12.014 connections to trigger multidisciplinary interaction. Johansson argued
influences. that true innovation can only occur at this ‘Intersection’, because the
The findings in this Australian study illustrated how the use of school majority of creative energy is utilized in fusing disciplines and eliminating
The authors suggested that parents have significant influence over gardens increases the diversity of food choices and awareness of proper barriers to form new, potentially disruptive ideas. He also discussed the
nutrition intake as well as contextual environmental factors negatively nutritional choices. Incorporating research on the benefits of community importance of pushing beyond failure and acting upon intersectional
associated with health and wellness issues among children. Opportunities gardens, the article evaluates the location and effectiveness of school concepts to realize and implement these ideas.
for health-centered intervention and authoritative feeding patterns were gardens within three cities throughout Australia. It was important to note
discussed, suggesting that parent-centered interventions may augment that although school gardens are more prevalent in Australia than the The concepts introduced in this book were powerful motivators for
the prevalence of proper nutrition habits at home and promote children’s United States, an opportunity for improvement existed nonetheless. thinkers and doers in all disciplines, highlighting the position that
self-regulation of nutritional intake. overcoming fears and barriers is critical to genuine discovery.
This consideration was important for the development and
implementation of nutrition intervention programs, because it
demonstrated clear benefits in rapidly urbanizing cities that can be
translated directly to cities and schools of similar size and circumstance.
204
Kolko, J. (2010). Exposing the magic of design: A practitioner’s guide to Lindsay, A. C., Sussner, K. M., Kim, J., & Gortmaker, S. L. (2006). The role Luchini, V., Lee, S. Y., & Donovan, S. (2014). Impact of parent perception
the methods and theory of synthesis. Oxford University Press. of parents in preventing childhood obesity. The Future of Children, 16(1), of child pickiness on utilized mealtime strategies. Journal of Nutrition
169-186. Education and Behavior, 46(4), S148. doi: http://dx.doi.org/10.1016/j.
Many design management resources describe the process of design jneb.2014.04.134
thinking to expose opportunities for innovation. Kolko dove deeper to In this article, evidence and insight was offered around the role of parents
aid design professionals in making sense of the synthesis process as it as change agents in the development of children’s healthy eating habits, This study focused on parental mealtime strategies that may prevent or
relates to business strategy and innovation theory. In this book, design targeting the prevention of childhood obesity. The authors discussed the reverse the effects of children’s narrow food preferences. Emphasis was
synthesis is positioned as a valuable conduit between innovation research responsibility of parents to nurture healthy eating habits in their children placed on understanding the perceptions parents may have about their
and design. Because synthesis can be defined as the process of managing and offer considerations for parental role shifts that happen as a natural child’s pickiness at mealtime and how these perceptions may influence
complex problems, it can be used in the business atmosphere to debunk result of child growth and development. mealtime behavior.
the myth that design is a magic trick.
A need for more high-quality data about the effectiveness of parental A significant insight arising from this study was in the parental bias
The importance of Kolko’s research to the design management field, and nutrition education programs was highlighted, suggesting that more that can develop associated with children’s pickiness and how that may
this study, was in its ability to communicate the value of visual thinking direct and accessible implementation is needed in the field of family negatively affect nutrition habits.
in a business setting, while relating methods of design synthesis to the nutrition education, beginning with the earliest stages of a
ultimate goal of creating meaning from complex data. child’s development. Marks, R., Prelip, M., Le Thai, C., Toller Erausquin, J., & Slusser, W. (2011).
Improving low-income parents’ fruit and vegetable intake and their
Kreisel, K. (2004). Evaluation of a computer-based nutrition Lockwood, T. (Ed.) (2009). Design thinking: Integrating innovation, potential to impact children’s nutrition. Health Education, 111(5), 391-
education tool. Public Health Nutrition. doi:http://dx.doi.org/10.1079/ customer experience, and brand value. New York: Allworth Press. 411. doi:10.1108/096542811111161220
PHN2003525
One of the most significant contributions to the field of design This study explored the likelihood of positively improving children’s
This study evaluated a specific computer-based nutrition education tool management, Lockwood and his collaborators offered a comprehensive nutrition by increasing parents’ fruit and vegetable intake, primarily
called Cool Food Planet KIDZ to assess its effects on nutrition knowledge overview of key ideas and strategies that defined the process of design targeting low-income parents with young adolescents. A five-week
acquisition in children. The results indicated a measurable increase in thinking strategies and their importance in business development. This comprehensive nutrition intervention program was designed and tested
nutrition knowledge for all experimental groups, but control groups collection of case studies and reflections stressed the power and necessity to engage parents directly and measure results from 26 participating
receiving conventional education tools (worksheets, card and board of design thinking and its implications towards innovation, brand value, schools. The results revealed significant changes to parents’ knowledge,
games) shared similar results. and consumer experience. Its contributors suggested that meaningful attitude, and behaviors related to nutrition and healthy eating habits.
brands, interactions, and experiences may only be facilitated through
Kreisel’s research is important because it neither denied nor confirmed design-minded organizations fueled by consumer empathy and service Though it was beyond the scope of this study to measure increases in
the importance of technology-fueled nutrition education tools in innovation. children’s nutrition knowledge due to changes in parents’ eating habits,
influencing children’s eating habits. This insight pointed to a need for sufficient evidence was offered throughout the study to suggest positive
further research into the motivators and facilitators responsible for In this book, the culture and environment for innovation practice was used transformation and opportunities for future research.
children’s eating habits. as a springboard to inspire others looking to transform their products,
brands, services, and companies.
205
Martin, R. L. (2009). The design of business: Why design thinking is the Morris, J., & Briggs…, M. (2000). School-based gardens can teach kids Natale, R. A., Messiah, S. E., Asfour, L., Uhlhorn, S. B., Delamater, A.,
next competitive advantage. [Kindle version]. healthier eating habits. California Agriculture, 54(5):40-46. doi:10.3733/ & Arheart, K. L. (2014). Role modeling as an early childhood obesity
ca.v054n05p40l prevention strategy: Effect of parents and teachers on preschool children’s
Martin explored the intersection between design and business, healthy lifestyle habits. Journal of Developmental & Behavioral Pediatrics,
recognizing that design thinking is not only the conduit that brings both This article evaluated several current nutrition intervention programs 35(6), 378-387. doi:10.1097/DBP.0000000000000074
disciplines together, but also a path to differentiation in the marketplace. and their results, and suggested the transformational change possible
A powerful aspect of his research was in realizing a fusion of analytical by utilizing school gardens as a nutritional education tool. The authors In this study, researchers examined the effectiveness of health-centered
and intuitive thinking, which Martin appropriately identifies as the design argued that nutrition education programs should be targeted at role modeling programs on pre-school children’s nutrition and physical
thinking space. promoting behavioral change rather than just improving nutrient intake. activity habits, focusing primarily on parent and educator roles. Results
indicated that while teachers did not greatly influence children’s health
This discussion of balance through exploration and implementation was The most significant contribution of this research was in its description habits within the study period, parents were shown to significantly
essential to gaining and retaining competitive advantage in the business of effective nutrition education program content, aiding nutrition improve children’s healthy eating habits and physical activity levels.
environment. Through the discussion of various case studies, Martin practitioners, physicians, and schools in evaluating current programs to
proved that successful commerce requires both spectrums of thinking to determine content quality and effectiveness. School-based gardens were The findings in this study suggested that future nutrition intervention
accomplish innovation and sustainability in the long-term. identified as an innovative approach to successful nutrition education efforts targeting children should position parents as role models for
programs, suggesting further research into the long-term benefits and development of healthy lifestyle habits.
Moore-Harrison, T. L., Speer, E. M., Johnson, F. T., & Cress, E. M. (2008). implications of such programs.
The effects of aerobic training and nutrition education on functional Neumark-Sztainer, D., MacLehose, R., Loth, K., Fulkerson, J. A., Eisenberg,
performance in low socioeconomic older adults. Journal of Geriatric Moss, A., Smith, S., Null, D., Roth, S. L., & Tragoudas, U. (2013). Farm to M. E., & Berge, J. (2014). What’s for dinner? Types of food served at
Physical Therapy, 31(1), 18-23. doi:10.1519/00139143-200831010- school and nutrition education: Positively affecting elementary school- family dinner differ across parent and family characteristics. Public Health
00004 aged children’s nutrition knowledge and consumption behavior. Child Nutrition, 17(01), 145-155. doi:10.1017/S1368980012004594
Obes. 2013 Feb, 9(1), 51–56. doi:10.1089/chi.2012.0056
This study explored the potential of physical activity and nutrition In this study, the authors compared types of food served at family dinner
education programs to improve the functionality and overall health in In this study, researchers explored farm-to-school intervention programs in adolescents’ homes, associating content quality with socioeconomic
older adults of low socioeconomic status. in schools as they pertained to effective nutrition education. The authors status, meal-specific variables, and psychosocial factors. The project’s
were interested in determining how farm-to-school programs may design consisted of a cross-sectional survey and involved 1,923 parents of
It was an important contribution to the field of nutrition education impact children’s food choice behaviors, which can provide an important adolescents who participated in the EAT program in 2010.
research because it focused primarily on low-income, low-education intervention tool for the acquisition of nutritional knowledge and the
adults to identify challenges associated with this class and test the subsequent prevention of obesity. Specifically, the study evaluated third The research offered a fresh perspective on family meal research because
effectiveness of health intervention programs. However, minimal grade students via the Coordinated Approach to Child Health (CATCH) many past studies have been most interested in meal frequency rather
attention was paid to the evaluation of nutrition education and eating nutrition curriculum, in conjunction with a farm-to-school intervention than the quality of meals shared at home. Outcomes of the survey
habits of older adults. This was a potential opportunity for further program. indicated that interventions focused on improving the nutritional quality
research; to understand how adults’ eating habits change as they age, of family meals should be explored in future studies.
and how these habits may have positively or negatively impacted their An important contribution to nutrition education research was in the
children’s development of healthy eating behaviors. authors’ use of educational approaches that may improve children’s
understanding of how healthy eating habits positively impact health.
206
Neumeier, M. (2007). ZAG: The # 1 strategy of high-performance brands. Oxenham, E., & King, A. D. (2010). School gardens as a strategy Perez-Rodrigo, C., & Aranceta, J. (2003). Nutrition education in schools:
Berkeley: New Riders. for increasing fruit and vegetable consumption. School Nutrition Experiences and challenges. European Journal of Clinical Nutrition, 57,
Association. Retrieved from http://www.schoolnutrition.org/5--News- S82-S85. doi:10.1038/sj.ejcn.1601824
Through his unique 17-step process, Neumeier described a method of and-Publications/4--The-Journal-of-Child-Nutrition-and-Management/
competitive advantage that can be strategically applied to products, Spring-2010/Volume-34,-Issue-1,-Spring-2010---Oxenham;-King In this article, researchers discussed nutrition education techniques in the
brands, companies, and processes. By presenting differentiation as a school environment, reviewing lessons learned and offering opportunities
necessary ingredient for business, he brought value propositions to the In this article, researchers discussed the integration of school gardens for future intervention. The authors recommended that school-based
foreground and promotes transformational change within organizations. as a method of offering hands-on nutrition learning in the educational nutrition education should consider the needs of students, teachers, and
environment. The researchers cited several success stories related to the school in a collaborative, all-inclusive way.
Neumeier’s easily digestible techniques were fresh, innovative and school garden implementation, with the specific goal of increasing
valuable to anyone seeking long-term growth and success in their children’s fruit and vegetable consumption. Barriers to the realization of It was suggested that educators hold more participatory roles in nutrition
businesses. The value ZAG brought to this research study was in these programs were also discussed, such as space allocation (primarily education through curriculum integration to encourage positive
discovering how opportunistic insight might be translated to unique within urban school settings), time constraints, staffing, and behavioral change in healthy eating habits. As a method of promoting
business models and brands. funding limitations. effectiveness, nutrition education strategies in schools should strive
towards low-cost, creative, and scalable intervention strategies.
Osterwalder, A., & Pigneur, Y. (2010). Business model generation: A These discussions were valuable for understanding children’s food choices
handbook for visionaries, game changers, and challengers. John Wiley & and identifying opportunities for further research about how to impact Peters, J., Dollman, J., Petkov, J., & Parletta, N. (2013). Associations
Sons. those choices. between parenting styles and nutrition knowledge and 2–5-year old
children’s fruit, vegetable and non-core food consumption. Public Health
The tools presented in Business Model Generation granted access to Perez-Rodrigo, C., & Aranceta, J. (2001). School-based nutrition education: Nutrition, 16(11), 1979-1987. doi:10.1017/S1368980012004648
innovation within organizational problem-solving. Through a series of Lessons learned and new perspectives. Public Health Nutrition, 4(1a), 131-
case studies and hands-on activities, this book demonstrated how to 139. doi:10.1079/PHN2000108 In this Australian study, the researchers used a home-based questionnaire
conceptualize, reframe, and polish business models in a highly iterative to evaluate parenting styles for children aged 2-5 as a potential predictor
and collaborative way. By implementing a powerful tool called the In this article, the authors provided an overview of cited issues of nutrition habits, in an effort to determine how nutrition knowledge
business model canvas, companies can explore various models quickly from current and prior nutrition education standards, while sharing may mediate these habits.
and understand how relationships between revenue streams, activities, new insights on opportunities for increased effectiveness in school
and value propositions are made. Various business models were explored, environments. An interesting perspective was offered by focusing more strongly on
such as the ‘freemium’ model growing in popularity among technology parenting styles, because results showed positive improvement in
and web startups. An important suggestion was in the utilization of school meals as an children’s diets when a balance between authoritative and restrictive
opportunity for integrated nutrition education, which highlighted the parenting strategies are used. Opportunities for improvement were
This method was crucial in innovating systems and services, because need for more prominence in the visibility and availability of nutritional discussed, which included interventions implementing positive parenting
anyone can participate in the process and visually understand the data. Relevant to the topic discussed in this proposal, the importance of practices in concert with educating parents on proper nutrition habits.
outcomes. Business Model Generation equips design managers family involvement in school nutrition education was also stressed, with a
with invaluable opportunities to connect with business strategy in a call to action for deeper research into interventions and strategies that can
meaningful way. effectively involve parents.
207
Phillips, P. L. (2004). Creating the perfect design brief: How to manage Rawlins, E., Baker, G., Maynard, M., & Harding, S. (2013). Perceptions of Rogers, Everett M. Diffusion of innovations. [Kindle version].
design for strategic advantage. [Kindle version]. healthy eating and physical activity in an ethnically diverse sample of
young children and their parents: The DEAL prevention of obesity study. Perhaps the most comprehensive and significant contribution to the topic
This book discussed the importance of creating comprehensive design Journal of Human Nutrition and Dietetics, 26(2), 132-144. doi:10.1111/ of innovation, Rogers provided an in-depth evaluation of the conditions,
briefs in establishing clear criteria for design development processes. j.1365-277X.2012.01280.x types, and attributes of innovation within various frameworks. Beginning
Phillips also highlighted the role of the design manager in preparing with a discussion about how products, processes, and systems were
design teams for success by utilizing proactive and strategic techniques. In this study, researchers examined the perceptions around barriers adopted into society and diffused over time, Rogers covered the gamut of
to healthy lifestyle practice in parents and children, paying particular innovation theory and research.
By nurturing human relationships within organizations across design attention to how these perceptions might change across various
and business roles, the process of creating can be directed in a more ethnicities and socioeconomic groups. Using data gathered from the Though the innovation landscape is in constant flux, this book
meaningful, profitable and tactical way. In return, design teams can UK DiEt and Active Living (DEAL) study, several perceived barriers to and accommodated the need for structure to understand how consumer
transform from service providers into strategic partners. Most importantly, facilitators of healthy living in parents and their children were discussed. choices and attitudes may affect innovations as they are introduced,
the concepts introduced in this book set the stage for design as an In comparing subtleties between barriers among multiple ethnicities, adopted, rejected, and ultimately re-invented. The breadth of information
integral partner in business strategy. the study concluded that obesity prevention interventions should include Rogers offered is instrumental in assisting design managers with the
methods for accommodating diverse cultural frameworks. depth of thinking required to facilitate the conditions necessary for
Prather, C. (2009). The manager’s guide to fostering innovation and innovation and to understand its implications.
creativity in teams. [Kindle version]. Insights from the study suggested that while the general nature of
nutrition interventions benefits all ethnicities, there were identified Salvy, S.-J., Elmo, A., Nitecki, L. A., Kluczynski, M. A., & Roemmich, J. N.
In this powerful book, Prather discussed the importance of systemic barriers central to lower socioeconomic groups and ethnicities that should (2011). Influence of parents and friends on children’s and adolescents’
innovation pertaining to the implementation of environments that not be ignored when planning intervention programs. food intake and food selection. The American Journal of Clinical Nutrition,
support transformational thinking within organizations. It was about 93(1), 87-92. doi:10.3945/ajcn.110.002097
nurturing a climate for innovation to take place, establishing the proper Roam, D. (2009). The back of the napkin (expanded edition): Solving
tools and frameworks to enable teams to collaborate within a structured problems and selling ideas with pictures. [Kindle version]. In this study, researchers examined social influences on nutrition intake as
yet liberating atmosphere. Prather helped business leaders and design a comparative analysis between parents and friends among children and
managers to get the most creativity from their teams while developing a Challenges in business can be difficult to identify, predict and solve, adolescents. Findings from the study indicated that not only do influences
culture of shared values and respect. no matter the scope or circumstance. Dan Roam’s book investigated a from friends direct the nutrition behavior of children, parents may
visual approach to solving problems in the business environment. He contribute to healthier eating in younger children due to a dominance in
What was most relevant about this work was the idea that innovation introduced the idea of visual thinking, mapping complex information with social influence.
sprouting from within—a well-designed organizational climate can foster pictures as a method of increasing the clarity, efficiency, and effectiveness
powerful innovation for companies of all shapes and sizes. of problem-solving. The identification of differences in reaction to social influences between
genders was discussed. The importance of this study is in recognition of
This book supports the efforts of this study by embracing the idea that additional social influences beyond the home environment that should
businesspeople can adopt a powerful approach to problem-solving that is be considered when planning and evaluating nutrition intervention
as active as it is visually empowering. programs.
208
Sawyer, K. (2008). Group genius: The creative power of collaboration. New York: Slusser, W., Prelip, M., Kinsler, J., Erausquin, J. T., Thai, C., & Neumann, C. Stone, T. L. (2010). Managing the design process- concept development: An
Basic Books. (2011). Challenges to parent nutrition education: A qualitative study of essential manual for the working designer. Beverly: Rockport Publishers.
parents of urban children attending low-income schools. Public Health
In this thought-provoking psychological commentary, Sawyer discusses Nutrition, 14(10), 1833-1841. doi:10.1017/S1368980011000620 This book is created for working designers seeking strategic development
the potential for collaborative groups to facilitate innovative opportunity. within the design process. By explaining the structure and process
Through a series of group-focused discussions, he directly combats This focus group study collects and evaluates qualitative data related behind effective creative strategy, Stone empowers designers with the
the challenges and risks of working in vacuums and defining genius to parents’ nutrition education challenges, particularly for parents in tools needed to reach deeper connections with clients and nurture more
only by singular vision. From a business perspective, Group Genius is low socioeconomic groups with children attending low-income schools. successful product development.
about effective communication and improving creativity through group Several factors are discussed with parents, including barriers to healthy
engagement. eating habits such as cost, high accessibility of fast food, and children’s Its visual richness adds greater value to this study, promoting the power
narrow food preferences. and purpose of aesthetics while highlighting its strategic considerations.
Sawyer’s explanations and case studies offer valuable advice on building This manual is important for the research because it provides guidance
more effective teams and maximizing creativity through exploratory A valuable result of this study is an overall preference among parents on the transformative power of design thinking and building high-
group interactions and development of collective vision. This resource is to engage in nutrition classes, including a suggestion that nutrition functioning design teams.
valuable for the study because it serves as a reinvention of the creative education programs should be held in the school setting to emphasize
process facilitated by selfless human experience. family-wide learning. Ultimately, the findings reported in this study led Story, M., Lytle, L. A., Birnbaum, A. S., & Perry, C. L. (2002). Peer-
to the implementation of a school-based nutrition education program led, school-based nutrition education for young adolescents:
Short, E., Swift-Spong, K., Greczek, J., Ramachandran, A., Alexandru Litoiu, A., held throughout the school year, yielding promising results and offering Feasibility and process evaluation of the TEENS study. J Sch Health.
Grigore, E.C.…Scassellati (2014). How to train your dragonbot: Socially opportunities for further research. doi:10.1111/j.1746-1561.2002.tb06529.x
assistive robots for teaching children about nutrition through play. Robot
and Human …. Retrieved from http://www.aditiramachandran.com/ Stice, E., Shaw, H., & Marti, C. N. (2006). A meta-analytic review of obesity This report is an assessment of a specific school-based program called
publications/roman2014.pdf prevention programs for children and adolescents: The skinny on TEENS, a nutrition education intervention program for young adolescents
interventions that work. Psychological Bulletin. 2006 Sep; 132(5): 667– with a peer leader component designed to increase fruit and vegetable
In this article, the uses of robotics in nutrition education for children as 691. doi:10.1037/0033-2909.132.5.667 intake and augment overall nutritional knowledge. Documented results
an intersection of knowledge and play are observed. The intervention of this study suggest that peer-led nutrition programs are not only
involves design and implementation of a story-based robot character that In this overview of obesity prevention programs and their effects, the possible, but may lead to positive outcomes in educating youth about
interacts with youth participants in an effort to teach them about nutrition authors evaluate participant and intervention features, delivery methods, proper nutrition habits.
and healthy food choices. and design methods associated with each program. Opportunities for
future obesity prevention efforts are discussed, also stressing the need for The insights shared represent an important contribution to school-based
While asserting that technology-based interventions using smartphone a better understanding of internal barriers to behavioral change. interventions, because the success of peer-led interventions implies
applications or computers have proven to be effective, there is evidence a more scalable model for schools to adopt nutrition education in a
that hands-on interactivity can better promote the acquisition of nutrition This review suggests that many interventions targeted at youth and holistic way. These findings prove valuable to this study because they
knowledge, which serves as a beneficial resource to this study. The adolescents do not result in significant behavioral change to adopt demonstrate successful applications of peer-led nutrition education.
findings from this particular intervention did not indicate significant healthier eating habits. These findings demonstrate a need for effective
nutritional learning, but demonstrate the effectiveness of story and social nutrition education programs that promote the type of transformation
interaction in the design of future nutrition programs for children. necessary to prevent and reverse the effects of childhood obesity.
209
Tett, G. (2009). Fool’s gold: How the bold dream of a small tribe at JP Morgan Wardle, J. (1995). Parental influences on children’s diets. Proceedings of
was corrupted by Wall Street greed and unleashed a catastrophe. the Nutrition Society, 54(03), 747-758. doi:http://dx.doi.org/10.1079/
[Kindle version]. PNS19950074
This pivotal contribution addresses the innovation of credit default This article provides a general overview of parental influences on
swaps within the banking industry, specifically related to the credit children’s diets and suggests significant needs for further research areas
boom and bust at J.P. Morgan. In the case of J.P. Morgan, what started concerning methods in which children’s eating habits are shaped by their
as an intellectual breakthrough amongst a small group of rebel bankers parents. The discussion covers a wide variety of sub-topics, including
ultimately instigated a devastating financial collapse within the credit parent-child correlations on diet preferences, psychosocial influences on
banking industry. food choice, parental strategies in child-feeding practices, and regulation
of food intake.
Tett’s recount of this chain of events offers an important lesson about
innovation as a catalyst for positive and negative transformational change. At the time of this publication, research in the area of parental linkage
The story is an important one for innovation study because it underlines to adolescent nutrition education was sparse, but the article still
the inherent risk taken with the conception and implementation of makes important suggestions for problem areas and areas of deeper
disruptive ideas. investigation to expose opportunities for improvement of nutrition
education during adolescent years.
Von Hippel, E. A. (2005). Democratizing innovation. [Kindle version].
Zarnowiecki, D., Sinn, N., Petkov, J., & Dollman, J. (2012). Parental nutrition
In this empowering perspective on innovation culture, Von Hippel reveals knowledge and attitudes as predictors of 5-6-year-old children’s
an important insight about the transference of power in enabling the healthy food knowledge. Public Health Nutrition, 15(07), 1284-1290.
individualization of innovative activity. He suggests that the process doi:10.1017/S1368980011003259
and promise of innovation has transformed from a manufacturer-centric
culture to a user-centered one. This cross-sectional research study evaluated almost 200 children and
their parents in an effort to understand how parental nutrition knowledge
This adaptation carries gigantic implications for the future of commerce and attitudes towards healthy eating habits might influence the nutrition
and consumption, as individuals are now carrying the torch by innovating knowledge of their children (ages 5-6). Factors such as socioeconomic
for themselves and learning from one another in the process. The status (SES) and parent education levels were also considered to
impact of such a transformation promotes a disruption of conventional determine if these factors contribute to a lack of nutrition knowledge in
intellectual property standards, manufacturing processes, and marketing parents and their children.
techniques. It is important for design managers to understand the
framework and function of this innovation democracy in order to maintain Differences in perception of proper nutrition knowledge across various
relevance as facilitators of strategic change. SES conditions are also explored, which provides significant insight on
how nutrition attitudes vary between conditions and how the parents’
attitudes may positively or negatively affect the nutrition education of
their children.
210
LIST OF TABLES AND FIGURES
TABLES
Table 1. Segment matrix, EHBA. Author’s image. 8
Table 2 (left). SWOT analysis, EHBA. Author’s image. 9
Table 3. Segment matrix, Kurbo. Author’s image. 10
Table 4 (left). SWOT analysis, Kurbo. Author’s image. 11
Table 5. Segment matrix, Parent Toolkit. Author’s image. 12
Table 6 (left). SWOT analysis, Parent Toolkit. Author’s image. 13
Table 7. Segment matrix, MyPlate. Author’s image. 14
Table 8 (left). SWOT analysis, MyPlate. Author’s image. 15
Table 9. Segment matrix, Cooking Matters. Author’s image. 16
Table 10 (left). SWOT analysis, Cooking Matters. Author’s image. 17
Table 11. Onliness statement matrix. Author’s image. 21
Table 12. Opportunities for design matrix. Author’s image. 54
Table 13. Timeline of project milestones and deliverables. Author’s image. 116
Table 14.1. Research questions matrix. Author’s image. 117
Table 14.2. Research questions matrix (continued). Author’s image. 118
Table 15 (right). SWOT analysis, Value Propositions. Author’s image. 192
Table 16 (right). SWOT analysis, Customer Relationships. Author’s image. 193
Table 17 (right). SWOT analysis, Revenue Streams. Author’s image. 194
Table 18 (right). SWOT analysis, Cost Structure. Author’s image. 195
Table 19 (right). SWOT analysis, Channels. Author’s image. 196
Table 20 (right). SWOT analysis, Key Activities. Author’s image. 197
Table 21 (right). SWOT analysis, Key Resources. Author’s image. 198
Table 22 (right). SWOT analysis, Key Partners. Author’s image. 199
Table 23 (right). SWOT analysis, Customer Segments. Author’s image. 200
211
FIGURES
Figure 1 (Cover). Tesselated banana. Author’s image. Figure 65 (above). Retrieved from http://www.gettyimages.co.uk/detail/photo/young-woman-holding- 50 Figure 124. Concept results diagram. Author’s image. 78
Figure 2. Photo of Jason Mills. Author’s image. i pen-portrait-royalty-free-image/77587212, 2014. Reprinted with permission. Figure 125 (left). Prototype version 1.0. Author’s image. 79
Figure 3 (left). Professional development icon. Author’s image. 4 Figure 66 (top). Persona attribute map #1. Author’s image. 50 Figure 126 (center). Prototype version 2.0. Author’s image. 79
Figure 4 (center). Design management icon. Author’s image. 4 Figure 67 (bottom). Persona day-in-the-life summary #1. Author’s image. 50 Figure 127 (right). Prototype version 3.0. Author’s image. 79
Figure 5 (right). World icon. Author’s image. 4 Figure 68 (above). Retrieved from http://www.gettyimages.com/detail/photo/senior-man-in-polo-shirt- 51 Figure 128 (above). Prototype testing locations diagram. Author’s image. 80
Figure 6. Opportunity statement graphic. Author’s image. 6 smiling-arms-high-res-stock-photography/200499969-001, 2014. Reprinted with permission. Figure 129 (right). Prototype evaluation protocol. Author’s image. 80
Figure 7. Competitor 2x2 chart. Author’s image. 7 Figure 69 (top). Persona attribute map #2. Author’s image. 51 Figure 130 (right). Participant evaluation process. Author’s image. 80
Figure 8 (right). Radar map, EHBA. Author’s image. 9 Figure 70 (bottom). Persona day-in-the-life summary #2. Author’s image. 51 Figure 131. Prototype model key findings. Author’s image. 81
Figure 9 (right). Radar map, Kurbo Author’s image. 11 Figure 71. Map of research findings. Author’s image. 52 Figure 132. Prototype findings, version 1.0. Author’s image. 82
Figure 10 (right). Radar map, Parent Toolkit. Author’s image. 13 Figure 72. Opportunities for design map. Author’s image. 55 Figure 133. Prototype findings, version 2.0. Author’s image. 83
Figure 11 (right). Radar map, MyPlate. Author’s image. 15 Figure 73 (above). Concept exploration matrix. Author’s image. 58 Figure 134. Prototype findings, version 3.0. Author’s image. 84
Figure 12 (right). Radar map, Cooking Matters. Author’s image. 17 Figure 74 (right). Concept exploration, working wall. Author’s image. 58 Figure 135 (above). Design criteria opportunities icons. Author’s image. 85
Figure 13. Map of research space. Author’s image. 23 Figure 75. Concept relationship map. Author’s image. 59 Figure 136 (right). Design criteria assessment diagram. Author’s image. 85
Figure 14. Action research process sketch. Author’s image. 24 Figure 76. Concept development funnel. Author’s image. 60 Figure 137. Final design direction diagram. Author’s image. 86
Figure 15. Research cascade graphic. Author’s image. 27 Figure 77 (above). Family nutrition games radar map. Author’s image. 61 Figure 138. Summary of offerings diagram. Author’s image. 88
Figure 16. Research protocol thumbnails. Author’s image. 28 Figure 78 (right). Family nutrition games sketch. Author’s image. 61 Figure 139. Nomnivore brand logo. Author’s image. 89
Figure 17 (above). Shadowing locations graphic. Author’s image. 29 Figure 79 (above). Nutrition-ed grocery store radar map. Author’s image. 62 Figure 140. Nomnivore trailer overview. Author’s image. 90
Figure 18 (above, top). Meal preparation notes. Author’s image. 29 Figure 80 (right). Nutrition-ed grocery store sketch. Author’s image. 62 Figure 141. Nomnivore trailer, left elevation. Author’s image. 91
Figure 19 (above, center). Grocery shopping, meat section. Author’s image. 29 Figure 81 (above). Drive-thru grocery store/garden radar map. Author’s image. 63 Figure 142. Nomnivore trailer, front elevation. Author’s image. 91
Figure 20 (above). Meal preparation, at stove. Author’s image. 29 Figure 82 (right). Drive-thru grocery store/garden sketch. Author’s image. 63 Figure 143. Nomnivore trailer, level 1 plan. Author’s image. 92
Figure 21. Customer journey map #1. Author’s image. 30 Figure 83 (above). Farm-fresh food truck radar map. Author’s image. 64 Figure 144. Nomnivore trailer, level 2 plan. Author’s image. 92
Figure 22. Customer journey map #2. Author’s image. 31 Figure 84 (right). Farm-fresh food truck sketch. Author’s image. 64 Figure 145. Menu board mockup. Author’s image. 93
Figure 23. Customer journey map #3. Author’s image. 32 Figure 85 (above). Expert-led grocery tours radar map. Author’s image. 65 Figure 146. Activity cookbox rendering. Author’s image. 94
Figure 24. Customer journey map #4. Author’s image. 33 Figure 86 (right). Expert-led grocery tours sketch. Author’s image. 65 Figure 147 (left). Activity cookbox, sample recipe. Author’s image. 95
Figure 25 (left). Survey summary icon (parents). Author’s image. 34 Figure 87 (above). Family nutrition toolkit radar map. Author’s image. 66 Figure 148 (right). Retrieved from http://www.123rf.com/photo_55788722_comfort-food-with- 95
Figure 26 (center). Survey summary icon (educators). Author’s image. 34 Figure 88 (right). Family nutrition toolkit sketch. Author’s image. 66 tortilla-chips-and-a-vegan-cheese-and-salsa-dip-for-nachos.html. Reprinted with permission.
Figure 27 (right). Survey summary icon (design managers). Author’s image. 34 Figure 89 (above). Food dojo radar map. Author’s image. 67 Figure 149 (left). Activity cookbox, sample activity (front). Author’s image. 96
Figure 28 (above). Meal content survey findings icons. Author’s image. 36 Figure 90 (right). Food dojo sketch. Author’s image. 67 Figure 150 (right). Activity cookbox, sample activity (back). Author’s image. 96
Figure 29 (top, right). Sample meal content survey. Author’s image. 36 Figure 91 (above). Lunch-building workshop radar map. Author’s image. 68 Figure 151. Meal kit ingredients. Author’s image. 97
Figure 30 (right). Meal content survey graphic. Author’s image. 36 Figure 92 (right). Lunch-building workshop sketch. Author’s image. 68 Figure 152. Meal kit mockup. Author’s image. 97
Figure 31. Map of meal survey data findings. Author’s image. 37 Figure 93 (above). Employee nutrition workshop radar map. Author’s image. 69 Figure 153 (left). Nomnivore digital touchpoints, mobile. Author’s image. 98
Figure 32 (above). Interview locations graphic (parents). Author’s image. 38 Figure 94 (right). Employee nutrition workshop sketch. Author’s image. 69 Figure 154 (center). Nomnivore digital touchpoints, web-based. Author’s image. 98
Figure 33 (right). Interview quotation graphic (parents). Author’s image. 38 Figures 95-99. Concept testing icons. Author’s image. 70 Figure 155 (right). Nomnivore digital touchpoints, meal kit delivery. Author’s image. 98
Figure 34 (above). Interview locations graphic (design managers). Author’s image. 39 Figure 100. PMI evaluation chart. Author’s image. 71 Figure 156. Special events diagram. Author’s image. 99
Figure 35 (right). Interview quotation graphic (design managers). Author’s image. 39 Figure 101 (above). Concept testing locations graphic. Author’s image. 72 Figure 157 (above). Business model canvas working wall 2.0. Author’s image. 100
Figure 36 (above). Interview locations graphic (educators). Author’s image. 40 Figure 102 (right). Concept testing protocols stack. Author’s image. 72 Figure 158 (right). Final business model canvas. Author’s image. 100
Figure 37 (right). Interview quotation graphic (educators). Author’s image. 40 Figures 103-105 (above). Concept testing icons. Author’s image. 73 Figure 159. Implementation stages diagram. Author’s image. 101
Figure 38 (above). Interview locations graphic (health professionals). Author’s image. 41 Figure 106 (right). Concept feedback, food truck. Author’s image. 73 Figure 160. Implementation roadmap. Author’s image. 102
Figure 39 (right). Interview quotation graphic (health professionals). Author’s image. 41 Figures 107-109 (above). Concept testing icons. Author’s image. 74 Figure 161 (above). Implementation roadmap, phase one. Author’s image. 103
Figure 40. Rory’s Story Cubes story quotes. Author’s image. 43 Figure 110 (right). Concept feedback, nutrition + design workshop. Author’s image. 74 Figure 162 (right). Implementation resources and activities, phase one. Author’s image. 103
Figures 41-44. Activity #1 documentation. Author’s image. 44 Figures 111-113 (above). Concept testing icons. Author’s image. 75 Figure 163 (above). Implementation roadmap, phase two. Author’s image. 104
Figures 45-54. Activity #2 documentation. Author’s image. 45 Figure 114 (right). Concept feedback, food dojo. Author’s image. 75 Figure 164 (right). Implementation resources and activities, phase two. Author’s image. 104
Figures 55-58. Session #2 icebreaker activity documentation. Author’s image. 47 Figures 115-118 (above). Concept testing icons. Author’s image. 76 Figure 165 (above). Implementation roadmap, phase three. Author’s image. 105
Figures 59-63. Session #2, main activity documentation. Author’s image. 48 Figure 119 (right). Concept feedback, expert-led grocery tours. Author’s image. 76 Figure 166 (right). Implementation resources and activities, phase three. Author’s image. 105
Figure 64. Affinity diagram of research findings. Author’s image. 49 Figures 120-122 (above). Concept testing icons. Author’s image. 77 Figure 167 (above). Implementation roadmap, phase four. Author’s image. 106
Figure 123 (right). Concept feedback, app-centered toolkit. Author’s image. 77 Figure 168 (right). Implementation resources and activities, phase four. Author’s image. 106
212
FIGURES
Figure 169 (above). Implementation roadmap, phase five. Author’s image. 107 Figure 217. Concept evaluation form, food truck. Author’s image. 130 Figure 263. Working wall progress, week six (continued). Author’s image. 142
Figure 170 (right). Implementation resources and activities, phase five. Author’s image. 107 Figure 218. Concept evaluation form, grocery tour. Author’s image. 130 Figure 264. Working wall progress, week seven. Author’s image. 142
Figure 171. Implementation summary diagram. Author’s image. 108 Figure 219. Concept evaluation form, app and toolkit. Author’s image. 130 Figure 265. Prototype model progress, week seven. Author’s image. 142
Figure 172. Main research question bubble. Author’s image. 110 Figure 220. Concept evaluation form, food dojo. Author’s image. 130 Figure 266. Working wall progress, week eight. Author’s image. 143
Figure 173-175. Research question icons. Author’s image. 110 Figure 221. Concept evaluation form, facilitated workshop. Author’s image. 130 Figure 267. Working wall progress, week eight (continued). Author’s image. 143
Figure 176. Problem statement diagram. Author’s image. 111 Figure 222. Completed concept evaluation form #1. Author’s image. 131 Figure 268. Working wall progress, week eight (continued). Author’s image. 143
Figure 177. Design criteria validation diagram. Author’s image. 112 Figure 223. Completed concept evaluation form #2. Author’s image. 131 Figure 269. Working wall progress, week nine. Author’s image. 144
Figure 178. Success metrics diagram. Author’s image. 113 Figure 224. Completed concept evaluation form #3. Author’s image. 131 Figure 270. Working wall progress, week nine (continued). Author’s image. 144
Figure 179. Diagram of beneficiaries and users. Author’s image. 114 Figure 225. Completed concept evaluation form #4. Author’s image. 131 Figure 271. Meal content survey #1. Author’s image. 145
Figure 180. Project introduction & consent. Author’s image. 119 Figure 226. Completed concept evaluation form #5. Author’s image. 131 Figure 272. Meal content survey #2. Author’s image. 145
Figure 181. Informed consent form. Author’s image. 119 Figure 227. Completed concept evaluation form #6. Author’s image. 132 Figure 273. Meal content survey #3. Author’s image. 145
Figure 182. Consent form #1. Author’s image. 120 Figure 228. Completed concept evaluation form #7. Author’s image. 132 Figure 274. Meal content survey #4. Author’s image. 145
Figure 193. Consent form #12. Author’s image. 121 Figure 239. Completed concept evaluation form #18. Author’s image. 134 Figure 285. Parent survey, question #2. Author’s image. 148
Figure 197. Consent form #16. Author’s image. 121 Figure 243. Completed concept evaluation form #22. Author’s image. 135 Figure 289. Parent survey, question #8. Google Forms. 149
Figure 201. Consent form #20. Author’s image. 121 Figure 247. Prototype evaluation form #1. Author’s image. 136 Figure 293. Parent survey, question #15. Google Forms. 151
Figure 204. Consent form #23. Author’s image. 122 Figure 250. Prototype evaluation form #4. Author’s image. 136 Figure 296. Design manager survey, question #4. Google Forms. 152
Figure 205. Consent form #24. Author’s image. 122 Figure 251. Working wall progress, week one. Author’s image. 137 Figure 297. Design manager survey, question #6. Google Forms. 152
Figure 206. Consent form #25. Author’s image. 122 Figure 252. Working wall progress, week one. Author’s image. 137 Figure 298. Meal content survey (typical meal summary). Author’s image. 155
Figure 207. Consent form #26. Author’s image. 122 Figure 253. Working wall progress, week two. Author’s image. 138 Figure 299. Shadowing observation notes, session three. Author’s image. 156
Figure 208. Consent form #27. Author’s image. 122 Figure 254. Working wall progress, week two. Author’s image. 138 Figure 300. Shadowing observation notes, session four. Author’s image. 156
Figure 209. Consent form #27. Author’s image. 122 Figure 255. Working wall progress, week three. Author’s image. 139 Figures 301-312. Action research results, plate exercise. Author’s image. 187
Figure 210. Semi-structured interview guide (parents). Author’s image. 123 Figure 256. Working wall progress, week three. Author’s image. 139 Figure 313. Action research lunch prototype #1. Author’s image. 188
Figure 211. Semi-structured interview guide (educators). Author’s image. 123 Figure 257. Working wall progress, week three. Author’s image. 139 Figure 314. Action research lunch prototype #2. Author’s image. 188
Figure 212. Semi-structured interview guide (design managers). Author’s image. 124 Figure 258. Working wall progress, week four. Author’s image. 140 Figure 315. Action research lunch prototype #3. Author’s image. 188
Figure 213. Semi-structured interview guide (health professionals). Author’s image. 124 Figure 259. Working wall progress, week four. Author’s image. 140 Figure 316. Action research lunch prototype #4. Author’s image. 188
Figure 214. Family meal content survey, Author’s image. 125 Figure 260. Working wall progress, week four. Author’s image. 140 Figure 317. Action research lunch prototype #5. Author’s image. 188
Figure 215. Shadowing session form (grocery shopping). Author’s image. 126 Figure 261. Working wall progress, week five. Author’s image. 141 Figure 318. Action research lunch prototype #6. Author’s image. 188
Figure 216. Shadowing session form (meal preparation). Author’s image. 126 Figure 262. Working wall progress, week six. Author’s image. 141 Figure 319. Action research ingredient brainstorm. Author’s image. 189
213
FIGURES
Figure 320. Action research, dice set #1. Author’s image. 189
Figure 324 (above). Business model canvas working wall 1.0. Author’s image. 191
Figure 325 (right). Initial business model canvas. Author’s image. 191
Figure 326 (above). Business model canvas icon, Value Propositions. Author’s image. 192
Figure 327 (above). Business model canvas icon, Customer Relationships. Author’s image. 193
Figure 328 (above). Business model canvas icon, Revenue Streams. Author’s image. 194
Figure 329 (above). Business model canvas icon, Cost Structure. Author’s image. 195
Figure 330 (above). Business model canvas icon, Channels. Author’s image. 196
Figure 331 (above). Business model canvas icon, Key Activities. Author’s image. 197
Figure 332 (above). Business model canvas icon, Key Resources. Author’s image. 198
Figure 333 (above). Business model canvas icon, Key Partners. Author’s image. 199
Figure 334 (above). Business model canvas icon, Customer Segments. Author’s image. 200
214

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Designing for Wellness:

TRANSFORMING THE IMPACT OF NUTRITION EDUCATION

Design management is the coalescence of design thinking, creative

Figure 1 (Cover). Tesselated banana. Author’s image.

It is recommended that the key stakeholders in the nutrition education community

To my lovely wife, Brenna, who continues to support and inspire me in

To my grandparents, Dan and Charlotte, who have always taught me the

Many thanks go to my amazing colleagues at PGAV Destinations,

01 PROJECT FRAMING 53 DESIGN OPPORTUNITIES 109 CONCLUSIONS

SUBJECT OF STUDY TARGET AUDIENCE

Figure 3 (left). Professional development icon. Author’s image.

Figure 6. Opportunity statement graphic. Author’s image. 6

Eat Healthy, Be Active

LOW-INCOME FAMILIES HIGH-INCOME FAMILIES

COMPETITOR/COLLABORATOR ANALYSIS > EAT HEALTHY, BE ACTIVE

APPROACH CHANNEL COLLABORATION OPPORTUNITIES

Table 1. Segment matrix, EHBA. Author’s image. 8

COMPETITOR/COLLABORATOR ANALYSIS > EAT HEALTHY, BE ACTIVE

Table 2 (left). SWOT analysis, EHBA. Author’s image.

COMPETITOR/COLLABORATOR ANALYSIS > KURBO

APPROACH CHANNEL COLLABORATION OPPORTUNITIES

Table 3. Segment matrix, Kurbo. Author’s image. 10

COMPETITOR/COLLABORATOR ANALYSIS > KURBO

• Potential connections with school nutrition programs ACCOUNTABILITY

Table 4 (left). SWOT analysis, Kurbo. Author’s image.

COMPETITOR/COLLABORATOR ANALYSIS > PARENT TOOLKIT

APPROACH CHANNEL COLLABORATION OPPORTUNITIES

• Video-based tips • Events • Supporting parents with additional nutrition guidance

Table 5. Segment matrix, Parent Toolkit. Author’s image. 12

COMPETITOR/COLLABORATOR ANALYSIS > PARENT TOOLKIT

• Online or on-ground workshops could be offered by

Table 6 (left). SWOT analysis, Parent Toolkit. Author’s image.

COMPETITOR/COLLABORATOR ANALYSIS > MYPLATE

APPROACH CHANNEL COLLABORATION OPPORTUNITIES

Table 7. Segment matrix, MyPlate. Author’s image. 14

COMPETITOR/COLLABORATOR ANALYSIS > MYPLATE

Table 8 (left). SWOT analysis, MyPlate. Author’s image.

COMPETITOR/COLLABORATOR ANALYSIS > COOKING MATTERS

The Cooking Matters in Your Community • Families

• Grocery store tours offer additional community

Table 9. Segment matrix, Cooking Matters. Author’s image. 16

COMPETITOR/COLLABORATOR ANALYSIS > COOKING MATTERS

Table 10 (left). SWOT analysis, Cooking Matters. Author’s image.

1 WHO ARE YOU?

Designing For Wellness is a family nutrition sidekick

We nurture healthy eating choices in families

We want to be a part of every family’s healthy eating

4 WHAT WAVE ARE YOU

We are building on the excitement of the organic food

We share our passion with government-funded

We are the only nutrition-based experience for

7 WHAT SHOULD YOU

We should add a streaming video service that

Busy parents who need guidance and support but

The enemies are independent nutrition counseling

10 WHAT DO THEY CALL

“Eat freely, be healthy.”

Grocery stores, farmers markets, schools, nutrition

People engage with us through interactive games

They experience integrated nutrition education that

We offer free demonstrations and activities,

16 HOW DO YOU EXTEND

Our experience is supported by a subscription-