Background The COVID-19 pandemic profoundly affected food systems including food security. Understanding how the COVID-19 pandemic impacted food security is important to provide support, and identify long-term impacts and needs. Objective The National Food Access and COVID research Team (NFACT) was formed to assess food security over different U.S. study sites throughout the pandemic, using common instruments and measurements. This study present results from 18 study sites across 15 states and nationally over the first year of the COVID-19 pandemic. Methods A validated survey instrument was developed and implemented in whole or part through an online survey of adults across the sites throughout the first year of the pandemic, representing 22 separate surveys. Sampling methods for each study site were convenience, representative, or high-risk targeted. Food security was measured using the USDA six-item module. Food security prevalence was analyzed using analysis of variance by sampling method to statistically significant differences. Results Respondents (n = 27,168) indicate higher prevalence of food insecurity (low or very low food security) since the COVID-19 pandemic, as compared to before the pandemic. In nearly all study sites, there is higher prevalence of food insecurity among Black, Indigenous, and People of Color (BIPOC), households with children, and those with job disruptions. The findings demonstrate lingering food insecurity, with high prevalence over time in sites with repeat cross-sectional surveys. There are no statistically significant differences between convenience and representative surveys, but statistically higher prevalence of food insecurity among high-risk compared to convenience surveys. Conclusions This comprehensive study demonstrates higher prevalence of food insecurity in the first year of the COVID-19 pandemic. These impacts were prevalent for certain demographic groups, and most pronounced for surveys targeting high-risk populations. Results especially document the continued high levels of food insecurity, as well as the variability in estimates due to survey implementation method. Summary Multi-site assessment demonstrates widespread food insecurity during COVID-19, especially on households with children, job loss, and Black, Indigenous, People of Color across multiple survey methods.

Objective: Explore factors impacting access to and utilization of Double Up Food Bucks (DUFB), a farmers market program that doubles Supplemental Nutrition Assistance Program (SNAP) benefits for use toward the purchase of fruits and vegetables (FV).

Purpose. To evaluate the impact of a nudge program on food pantry clients’ self-reported selection and use of healthy foods. Method. A convenience sample of clients of six urban food pantries in Utah were surveyed about their experience with the Thumbs Up for Healthy Choices nudge program. Chi-square tests were used to identify associations between demographic characteristics and self-reported program impact. Results. Ninety-four percent (n = 158) of respondents agreed that the program made it easier to make healthy choices. Sixty-five percent reported healthier diets since its implementation. Additionally, Hispanic respondents were more likely to report positive impacts than non-Hispanic respondents. Conclusions and Implications. Nudge programs are effective in increasing the selection of healthy foods among pantry clients in Utah. Impacts seemed to be particularly positive for Hispanic pantry users in Utah. Nutrition programs should consider implementing these low-cost strategies to improve dietary quality of pantry users.

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I'm 40 years old and have been teaching high school for 15 years. No one has ever asked me in those 15 years whether I liked my job, whether I needed professional development, whether I wanted to move rooms, or whether I wanted to change the type of classes I was teaching . . . . M a n y educators at all levels can identify with this quote. One reason frustration abounds in the r a n k s of teachers is t h a t faculty h a v e not t a k e n a proactive stance vis-a-vis m a n a g i n g t h e i r own careers. In the business sector more and more employees are t u r n i n g toward t h e i r employers for advice and direction relative to career development. Should faculty m e m b e r s in educational settings be doing the same thing? One educator admitted, "I'm only beginning to realize t h a t my principal and the district are valuable resources w h e n it comes to career alternatives. I wonder if she expects me to use her as a resource for m y career plans."Executives in the business a r e n a realize the role of career developm e n t in t h e i r long-term p l a n n i n g (Hall, 1986). Most F o r t u n e 500 corporations insist t h a t m a n a g e r s become involved in t r a i n i n g programs to learn career coaching and counseling skills. Yet education lags far behind in u n d e r s t a n d i n g the effect career development can h a v e on schools and t h e i r faculties.The purpose of this article is to provide insight into how principals can become more d y n a m i c resources for career development in schools at all educational levels. The following questions will be addressed:1. Who is responsible for the career development of teachers in the public schools?

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