COMMUNITY OPERATING PLAN

A. PROJECT INFO:

Event: Farm to Table, Part 2

Topic: Farm to Table Cooking Class

Event Date: 10/19/17 Location: Food Labs, Joslin Hall, Keene State College

Intern Name(s): Katharine Rosenthal & Vanika Jethwa

Team Leader: Katharine Preceptor: Cindy

Person responsible for writing the COP: Katharine

B. NEEDS ASSESSMENT:

1. Identify site contact: Sylvie Rice and can be reached at srice@cheshire-med.com

2. Identify population
a) Gender: Females
b) Age: 60 and older, a few under the age of 40
c) Education level: Various levels of education
d) Number of participants: 12 participants

3. How was topic determined (Did you speak with anyone about the group? Did you get to observe the
setting and participants beforehand? If so, describe the participants and any other pertinent information
(i.e. if in a classroom, observe classroom management techniques).

We did not choose the topic of local food systems, but instead were given this topic.

a) Other programs recently presented: Farm to Table, Exploring our Local Food System
b) What the audience knows: The importance and benefits of supporting our local food
system.
c) What the audience wants to know - what is relevant: How to incorporate local foods and
seasonal produce into fall recipes.
d) Evaluate health literacy - and other cultural issues: The health literacy of this group is sharp
and most of the audience will know the health, environment, and community benefits of eating
locally.

4. Setting - tour of facility

 a) Room size and set up (diagram)

b) Presentation resources: We will have projection screen, projector, and 6 kitchenettes.

Availability of food prep area: There are kitchens for the audience to do all of their cooking.
AV resources - space available for visual teaching aids: Projector and projection screen.

5. Day of week/ time of day for presentation: Thursday, 4:30-6:00pm

6. Duration
a) Attention span: 30-60 minutes
b) Conflict with other activities for population: This presentation is between the typical work
day hours and dinner time. It may be hard for people to make time to attend this workshop.

7. Marketing potential - whose responsibility: Sylvie Rice

8. Budget
a) Will there be a charge: No
b) Funds to cover supplies: $75.00
 c) Cost of marketing: N/A

9. Best way/time to reach site contact for future plans: Sylvie Rice prefers to be contacted via e-mail at
srice@cheshire-med.com

10. Write a community group focused PES statement based on your assessment:
Nutrition related knowledge deficit as evidenced by participants requesting information and recipes
related to seasonal food.

C. RESEARCH AND PLANNING (how, who, and when the process of your work):

1. Meeting Dates:
Dates scheduled for planning and who will attend:
10/11/17: Katharine, Vanika, Cindy
10/12/17: Katharine & Vanika

7 day meeting: 10/11/17 at 4:00 pm

Evaluation meeting scheduled for: 10/19/17 after presentation

2. Based on the results of the needs assessment, what did you do to prepare?
Based on the needs assessment, we needed to find recipes that were somewhat challenging. At our
first presentation, the audience indicated that they loved to cook and that they were excited for some
fun recipes. We needed to find recipes with a variety of fall produce that the audience would enjoy
making at home.

3. How did you go about the development process? Who was involved?
At first we found recipes that took too long to make. We went back and found recipes that included
fall produce and took around 30-45 minutes to prepare and make. Both Vanika and I worked together
and on our own time while putting together this cooking class. We made a short presentation that
covered the health benefits of the recipes, how to properly store and cook the seasonal produce, and
some fun facts about the produce.

4. What resources did you use? Why did you choose them and how did you find them? Relate back to
your assessment section.

We used pinterest and google to search for recipes from multiple websites. We both had previous
information from other presentations and projects that we could incorporate into our short
presentation.

D. DEVELOPMENT (what the outcome of your planning and development):

1. Measurable Learning Objectives:

 - You will have a handful of recipes to share with others to get them excited about local foods
- You will learn how to adapt recipes to incorporate seasonal produce

2. Outline of presentation:
Describe all components of the program or material, and the team member responsible for them.
Include descriptions of the content, learning activities, food activities, visuals, education materials and
evaluation methods/materials. (May attach this as separate document)
1. Introduction
2. Local Food System Recap:
a. Spreading the word about local food.
b. There a lot of products that we can buy locally in New England.
c. Importance of utilizing fall farmers markets and CSAs to make the most of local
produce year round.
d. There are many benefits of buying locally - it keeps money in our local economy,
builds community, preserves land, and tastes better!
3. Learning Objectives:
a. You will have a handful of recipes for sharing with others to get them excited about
local foods
b. You will learn how to adapt recipes to incorporate seasonal produce
4. Tonights Menu:
a. Sweet potatoes and brussel sprouts, pesto and bread, roasted eggplant and arugula
salad, harvest apple feta salad, potato leek soup, squash pancakes, and apple crisp.
i. We chose these recipes based off your suggestions of using eggplant and many
were appealing to us and recipes that we enjoy.
b. Be sure to wash your hands thoroughly and cover any cuts, check that your work area
and equipment is clean, and avoid cross-contamination.
c. Please stay after we finish our short presentation and tasting of recipes to help clean
up.
5. Break up into pairs to start recipes.
6. Lemon Parsley Pesto:
a. Health benefits:
i. Parsley - good source of vitamin K and C
ii. Garlic - is known to boost the function of the immune system
b. One large 12-week study found that a daily garlic supplement reduced the number of
colds by 63% compared with placebo
c. Other ways to use pesto: drizzle on top of eggs in the morning, stir into bread dough,
garnish veggies instead of using butter
7. Roasted Eggplant and Arugula Salad:
a. Health Benefits:
i. Eggplant: High fiber and low sodium
1. The vitamins in eggplant consist primarily of vitamin A (in the form of
beta-carotene), B vitamins, folate and vitamin C. Eggplant is also rich
in minerals, boasting a large quantity of potassium, magnesium,
calcium and phosphorous.
2. Eggplant has been shown to reduce cancer risk
ii. Arugula: High fiber, high calcium, vitamin A & C, and iron
b. The word eggplant was first documented in 1767, most likely due to its resemblance
 to an egg in both shape and color (most European cultivation involved small, round,
and yellow/white fruit).
c. Healthy additions that enhance the flavor of eggplant include garlic, cilantro, hot
peppers, basil and lemon juice.
8. Harvest Apple Feta Salad:
a. Health Benefits:
i. Spinach: Spinach is believed to be of Persian origin. By the 12th century, it
spread across Europe and became a desirable leafy green known for good
health; a reputation that stands firm to this day. This healthy green is full of
vitamins, antioxidants and minerals.
ii. Cinnamon: Contains antioxidant properties that help prevent cell damage
9. Potato Leek Soup:
a. Health Benefits:
i. Leeks: High in fiber and good source of folate and vitamin C
ii. Potatoes: Rich in dietary fiber and starch, folate, potassium, & vitamin C
1. Skin = high in fiber
2. Cooked potatoes have more nutrients than raw
b. Potatoes:
i. Cooked potatoes have more nutrients than raw potatoes - starch granules
absorb water and swell and eventually bursts releasing nutrients inside the
potato
ii. Store in a dark and cool area - ideal temperature is 45-50 degrees - does not
need to be in the refrigerator
1. Warmer and more humid areas tend to cause the potatoes to start
sprouting and go bad
10. Sweet Potatoes and Brussel Sprouts:
a. Sweet Potatoes:
i. High in vitamin A, vitamin C, potassium, and folate
ii. Boiling in skin saves vitamins
iii. Richer the orange skin the higher the vitamin A content
iv. Sweet Potatoes made the Clean 15, which means your potential exposure to
toxins is lower than with other conventionally grown produce.
b. Brussel Sprouts:
i. High in fiber, good source of vitamin A and C
ii. Brussels sprouts are thought to have originated in Rome, but they really hit
their stride in Belgium where they became popular as a vegetable crop in the
16th century.
11. Squash Pancakes:
a. Butternut Squash:
i. Loaded with vitamin A - from carotenoids
1. Brighter in yellow = higher in vitamin A
ii. Great source of potassium and vitamin C
1. Orange color is caused by the pigment Beta Carotene. In the body,
Beta Carotene is converted to vitamin A, which helps maintain out eye
health.
iii. The most nutritious way to make it
1. Baked - usually has more vitamins than when broiled
iv. How can we use it? Roast it for soups, or mash it.Use as an alternative to
 potato occasionally i.e. make butternut squash wedges instead of potato
wedges.
v. How can we store it? Store in a cool dark place. Plastic bags, refrigeration and
room temperature will reduce their shelf life
vi. How do we know it's ready to eat? A ripe butternut squash will feel firm, if
you can push a fingernail into the rind of a squash it is immature and will be
lacking in flavor and sweetness.
12. Apple Crisp:
a. Apple: High fiber and vitamin C
i. Most nutritious way to eat: uncooked and with peel
1. Vitamin C is lost from the heat when cooked
2. The peel contains the fiber
b. Storing: store in the crisper drawer in the refrigerator without any other produce
(apples give off ethylene gas which can increase the decay in other produce)
c. Fun fact: apples ripen 6-10 times faster at room temperature than if they are
refrigerated
13. Sources:
a. The New Complete Book of Food by Carol Ann Rinzler
b. https://www.gardeners.com/how-to/how-to-store-apples/8907.html
c. https://www.ncbi.nlm.nih.gov/pubmed/11697022
d. http://www.gracelinks.org/blog/6003/real-food-right-now-and-how-to-cook-it-
brussels-sprouts
e. Squash pancakes: https://www.saveur.com/article/Recipes/Butternut-Squash-
Pancakes-with-Maple-Butter
f. Eggplant: http://www.foodandwine.com/recipes/roasted-eggplant-and-arugula-salad
g. Pesto: http://www.foodrepublic.com/recipes/parsley-and-lemon-pesto-recipe/
h. Brussel sprouts & sweet potatoes: https://www.familysavvy.com/roasted-brussels-
sprouts-sweet-potato-medley/
i. Apple crisp: http://www.foodnetwork.com/recipes/apple-crisp-recipe0-1913005
j. Potato leek soup: http://www.simplyrecipes.com/recipes/potato_leek_soup/
k. Harvest salad: https://gatherforbread.com/harvest-apple-feta-
salad/?utm_medium=social&utm_source=pinterest&utm_campaign=tailwind_tribes&
utm_content=tribes

3. Describe how your presentation addresses different learning styles:

Auditory: Participants will listen to the health benefits of the recipes, fun facts of the seasonal
produce, and how to properly store and prepare the seasonal produce.

Visual: Participants will see photos of the recipes that they make.

Kinesthetic: Participants will cook the recipes presented.

List ways that you included multiple intelligences in your planning: Participants are able to choose
their partner and recipe and they have the ability to work at their own speed.
4. Explain how your planned evaluation method will show whether your learning objectives were met.
- You will have a handful of recipes to share with others to get them excited about local foods -
Participants will demonstrate this through making the recipes.
- You will learn how to adapt recipes to incorporate seasonal produce - Participants will
demonstrate this through discussion and preparing the recipes.

5. What problems did you encounter in the development process?

We first found recipes that were going to take too long to make so we had to find substitutes for
those recipes.

Complete sections E after the presentation/event is complete.

E. IMPLEMENTATION and EVALUATION:

1. For a program or presentation, describe objectively what happened the day of the presentation,
using examples. Include any last minute changes to the planned setting, audience, number of
participants.

On the day of the presentation, we met a few hours early to set up the kitchen and run through the
presentation. While we were setting up, we realized that we did not have bread crumbs for the
parsley pesto. We believed that this would not affect the recipe, but later found out that the pesto
was too runny because it did not have the bread crumbs or parmesan - which typically thickens it. We
were expecting 12 audience members to attend our cooking session, but only 10 showed up. This
affected how many people were working on a recipe at a time. Since we were short on audience
members, we had a few move around to help assist with other recipes that needed more attention.

2. Did the presentation go as planned? Reflect on what went well?

For the most part, the presentation went as planned. There were a few hiccups but we handled them
as well as we could. Since we were shorter on time than we wouldve liked, we set out all the
ingredients and kitchen utensils ahead of time so that the audience could start their recipes right
away. This worked well so that we didnt have take an additional 10-15 minutes to gather utensils and
supplies. Another part that went well was that at the very beginning of the presentation, we did a
brief overview of our previous presentation. We recapped on the points that were important to the
audience members so that they felt that we remembered and listened to them last presentation. Also
at the beginning of the class, we mentioned that these recipes could be adapted each season with
incorporating seasonal produce. This encouraged the audience members to think of what ingredients
can be swapped depending on the season.

3. How did the audience react to the presentation? Summarize and comment on preceptor feedback.

The audience was super supportive of us and how we were running the class. Even though we had a
lot of gaps between recipes and the squash pancakes were not done before we started eating, we
received a lot of positive and supportive feedback from the audience. Our preceptor feedback was
positive for it being our first cooking class. We need to work on the delivery of food safety (such as the
proper way to wash leeks), an icebreaker at the beginning, timing of each recipe, create an evaluation
tool, and walking through the step-by-step of the nights agenda (reading through recipes, where to
put the dirty dishes, eating together, and the why of the ingredients).

4. How well did the audience grasp your objectives?

The audience grasped our objectives well. They loved that we gave them all the recipes that we made
so that they can share with their families and friends. During cooking participants were able to
identify what seasonal produce they could substitute during other seasons.

5. What would you do differently/the same the next time - or what would you change if you had more
time? How effective do you feel your program/material was for the target audience?

In the future we would create an icebreaker for the beginning of class and create a handout that
included the nutrient benefits, benefits of not peeling, and a reminder of swapping seasonal
produce/food for recipes. I believe that our material was appropriate for our audience. One thing we
noticed was that we had recipes with potatoes which could have been difficult for some of the older
audience members. There was an older gentleman that was cutting the potatoes with his shaky hands
and could have injured himself. This is something to keep in mind when planning recipes for your
audience, if they are an older population then it might be useful to find recipes that do not include
tough vegetables like squash or potatoes. We incorporated seasonal produce - which was a major
reason the audience was drawn to this cooking class.

6. Recommendations for future Interns: Future interns should remember to go over all the
instructions (cooking, clean-up, and if serving will be buffet style, etc.) before breaking the group off
into individual kitchens. It was challenging to speak loud enough to get everyones attention once
they got to their kitchens.

7. Financial Report:

Cost of Development: (Includes: labor for preparing the project, food cost for testing the food activity;
please note that labor costs include hours worked by ALL team members)
Labor ($25/hour): $853.75
Katharine: $25/hour x 22.65 hours = $566.25
Vanika: $25/hour x 11.5 hours = $287.50
Food: $45.00

Cost of Presenting: (Includes: labor, food, flip charts ($28), see following link for cost of copies
http://www.keene.edu/mailsvs/printfees.cfm, and other supplies)
Labor ($25/hour): 2 x $25 = $50/hour x 1.5 hours = $75
Copies: $.04 x 70 copies = $2.80
Food: $58.14
Other supplies and costs: $0

Overall costs: $1,709.69