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Journal of Poverty

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Partnering to Build a Pantry: A University CampusResponds to Student Food Insecurity

Sarah E. Twill, Jacqueline Bergdahl & Rebecca Fensler

To cite this article: Sarah E. Twill, Jacqueline Bergdahl & Rebecca Fensler (2016) Partnering toBuild a Pantry: A University Campus Responds to Student Food Insecurity, Journal of Poverty,20:3, 340-358, DOI: 10.1080/10875549.2015.1094775

To link to this article: http://dx.doi.org/10.1080/10875549.2015.1094775

Published online: 05 Feb 2016.

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Partnering to Build a Pantry: A University CampusResponds to Student Food InsecuritySarah E. Twilla, Jacqueline Bergdahlb, and Rebecca Fenslera

aDepartment of Social Work, Wright State University, Dayton, Ohio, USA; bDepartment of Sociology andAnthropology, Wright State University, Dayton, Ohio, USA

ABSTRACTThe current economic climate negatively affects college students’ability to pay higher education costs. Rising costs, includingtuition and living expenses, coupled with the decreased buyingpower of federal aid, may create financial difficulty for students.One consequence may be food insecurity. This article detailsthe cross-campus partnership efforts of one university toestablish a campus food pantry to serve students. The processof establishing a pantry including assessing food insecurity oncampus, fund-raising, creating pantry policies, and recruiting andtraining volunteers are discussed. Lessons learned about pantryusage, and ways to improve operations are also presented.

KEYWORDSCollege students; foodinsecurity; food pantry

Introduction

The United States has been facing challenging times since the economicdownturn that began in 2007 to 2008. In 2007, approximately 37 millionpeople lived in poverty compared to 46.5 million in 2011(DeNavas-Walt,Proctor, & Smith, 2013). During the same time, the unemployment rate hadrisen from 5% at the end of 2007 to 9% to 10% from 2008 to 2011, and iscurrently hovering around 6.2% (U.S. Department of Labor, 2014). Pooreconomic conditions may make it difficult for university students to negotiatethe financial demands of paying for college degree and associated livingexpenses.

Literature review

College costs

The aforementioned economic climate, coupled with rising college costs,affect a student’s ability to pay college tuition and living expenses. In 1990to 1991, the average costs of a year at a public institution (including tuition,fees, room, and board) was $5,074, whereas at a private institution was

CONTACT Sarah E. Twill sarah.twill@wright.edu Associate Professor, Wright State University,Department of Social Work, 3440 Colonel Glenn Highway, Dayton, OH 45435.

JOURNAL OF POVERTY2016, VOL. 20, NO. 3, 340–358http://dx.doi.org/10.1080/10875549.2015.1094775

© 2016 Taylor & Francis

$13,476 (Chronicle of Higher Education, 2011). The Pell Grant covered 45%and 17%, respectively, of the costs. By the 2012 to 2013 academic year, costshad risen to $22,261 per year at a public institution and $34,312 at a privatecollege or university (Chronicle of Higher Education, 2013). However, thebuying power of the Pell Grant had fallen to 34% and 15%, respectively(Chronicle of Higher Education, 2011). The trend of rising costs for highereducation continued into the 2014 academic year, with the cost of tuition andfees increasing by another 2.9% at public 4–year universities and 3.7% atprivate 4–year institutions. (Chronicle of Higher Education, 2014).

Defining food insecurity

As economic risk factors increase and college tuition soars, students (andoften their families) struggle to meet their basic needs. Students may chooseto pay rent, utilities, tuition, and other expenses before purchasing food,which may result in food insecurity. The U.S. Department of Agriculture(2014) defines low food insecurity as, “Reports of reduced quality, variety, ordesirability of diet. Little or no indication of reduced food intake,” and verylow food insecurity as “Reports of multiple indications of disrupted eatingpatterns and reduced food intake.”

Characteristics of food insecurity include being worried about running outof food, being unable to afford a balanced meal, reducing the size of a mealor skipping it, and being hungry, but not eating. Thirty-one percent of adultsreceiving food from a Feeding America food bank report having had tochoose between paying for food and paying for education costs in 2013(Feeding America, 2014).

More than 33.1 million adults experienced food insecurity in 2012(Coleman-Jensen, Nord, & Singh, 2013). Nearly 15% of American householdsexperienced food insecurity in the same year. Today in Ohio, just over 16% ofresidents are food insecure (Gunderson, Waxman, Engelhard, Satoh, &Chawla, 2013). To deal with food insecurity, 5.1% of U.S. households used afood pantry in 2012 (Coleman-Jensen et al., 2013). Seventy-four percent ofpantries surveyed reported an increase in service requests since 2006(Gunderson et al., 2013). The consequences of food insecurity include poorphysical and mental health (Sharkey, Johnson, & Dean, 2011; Stuff et al., 2004),and academic performance and social skill difficulties (Jyoti, Frongillo, &Jones, 2005). Further, an experience of poverty during young adulthoodadversely affects lifetime earning potential (Mizell, 2000).

Food insecurity on college campuses

There is limited scholarly literature about food insecurity on college campuses.In 2012, The Chronicle of Higher Education summarized universities’

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recognition of students’ food insecurity, and their efforts to address the needby opening campus food pantries (Sandoval, Sept. 10, 2012). As part of a largerstudy on student health, Freudenberg et al. (2013) found that 39.2% of studentsexperienced food insecurity. In addition, nearly 23% of students skipped mealsdue to financial circumstances. In 2013, two million adults who received foodfrom Feeding America food banks were enrolled in college full-time, andanother one million were part-time students (Feeding America, 2014).

Meldrum and Willows (2006) studied Canadian college students’ ability toeat a nutritious and affordable diet. The authors designed a weekly menu thatmet dietary guidelines. Depending on gender, shopping skills, and where theitems were purchased (a grocery near the university with higher costs vs. adiscount grocery away from the university that required transportation to getthere), costs of the weekly menu exceeded the $196 food allotment specifiedby the Canada Student Loan Program. As such, students receiving federal aidwere likely to experience food insecurity or have a nutritiously compromiseddiet.

Chaparro, Zaghloul, Holck, and Dobbs (2009) studied food insecurity atthe University of Hawai’i at Manoa. Of the 441 students surveyed, they foundthat 21% of students experienced food insecurity, whereas an additional 24%were at risk. Students who lived with family were at lower risk than thosewho did not; the authors speculated that students who lived at home avoidedsome of the financial burden of the high costs of housing in Hawai’i and thushad fewer budgetary concerns.

Hughes, Serebryanikova, Dondaldson, and Leveritt (2011) examined foodinsecurity on a university campus in Australia. Forty-six percent of thesample experienced food insecurity (compared to an overall rate of 5%food insecurity rate in the country) in the previous year. Students whowere food insecure rated their overall health status poorer than studentswho were not food insecure. Mirroring the Chaparro et al. (2009) findings,students who lived with their parents were less likely to be food insecure.

Students on college campuses may be an underserved population by thetraditional pantry system. Community pantry protocols such as requiring anentire household to be served together, or establishment of permanentresidence by producing a utility bill may be difficult for students residingin dorms (M. Horton, personal communication, August 24, 2014). Thelocation of the community pantry relative to the college campus may beanother barrier to service.

In addition to pantry barriers, it may be difficult for students withoutchildren to qualify for federal food programs (U.S. Department ofAgriculture, 2011). Should a bill, H.R. 3102, that recently passed the U. S.House of Representatives become law, further work or training requirementswould be placed on individuals without children who receive food benefits(Rosenbaum, Dean, & Greenstein, 2013). For students who do receive

342 S. E. TWILL ET AL.

Supplemental Nutrition Assistance Program (SNAP) benefits, the sunsettingof the American Recovery and Reinvestment Act of 2009 (ARRA) cutbenefits by $11 to $36 depending on family size beginning in November2013 (Dean & Rosenbaum, 2013).

Also, young students may also just be learning to manage their finances(Serido, Shim, Mishra, & Tang, 2010). Lump sum payments of Stafford loansmay make budgeting difficult for a student unaccustomed to money manage-ment. Britt, Cumbie, and Bell (2012) examined the role of locus of controlhad in explaining students’ financial behaviors. They found that studentswith an external locus of control had more difficulty in managing theirfinances than students with an internal locus of control. Men and thosewho grew up in well-off families displayed a more internal locus of controland better money management than other groups including Blacks andHispanics, work-study students, students with military-related financial aid,and students without strong religious ties.

Finally, like other individuals who are food insecure, college studentsmay face the stigma associated with seeking assistance (Bailey-Davis et al.,2013; Kaiser, Baumrind, & Dumbauld, 2007; Vahabi & Damba, 2013).Zekeri (2004) studied college students who received food stamps duringthe switch from paper food stamps to Electronic Benefit Transfer (EBT)cards. He found that 67% of college students who received food stampsreported less stigma and embarrassment associated with the use of theEBT card.

Purpose of this article

To address some of the aforementioned barriers and reach out to an at-riskand underserved university population, faculty and staff from a university insouthwestern Ohio formed a partnership and opened a campus food pantryto serve enrolled students. This article is intended to serve as a roadmap forcampuses examining the issue of college student food insecurity and suggestsways to respond to it. In this article, the authors detail the process ofestablishing the pantry, including the planning and resources needed tooperate a campus pantry, a summary of service delivery during the first25 months of operation, and lessons learned. The first and third author ofthe article were directly involved in establishing the campus pantry. The firstauthor is a faculty member in the Department of Social Work, and prior toher academic appointment, worked for a nonprofit agency that qualifiedindividuals for food pantry services. The third author served as theVolunteer in Service to America (VISTA) volunteer assigned to manage thepantry. The second author was the faculty president and pantry supporter atthe time of the pantry creation.

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Establishing a campus food pantry

Identifying the need

During the 2009 to 2010 academic year, an ad hoc committee, ServiceLearning and Student Activities Committee (SLASAC) was formed to linkthe Office of Service Learning and Student Activities. Members of thecommittee came from the Office of Service Learning and from various officesin Student Activities, as well as representatives from the faculty, and theOffice of First Year Experiences. The first author served on this committeeand represented faculty who use service learning in their courses. Initially,the purpose of the committee was to address the overlapping requests fromcommunity agencies made for student volunteers. The committee worked onissues such as sorting community requests to the appropriate office, exploreda volunteer management data system, collected information for the univer-sity’s application for the President’s Higher Education Community ServiceHonor Roll, and provided integrated academic and cocurricular communityengagement for students. However, as the committee was ad hoc in nature,there was significant latitude to address issues that would meet student needs.

Fortuitously, one of the members of the committee heard a segment onNational Public Radio (NPR) about rising tuition costs and the struggles ofstudents to pay other bills. The segment included a discussion of a foodpantry at University of California, Los Angeles (UCLA). Concerned that thesame issues were affecting students in Ohio, the committee membermentioned the NPR segment at the SLASAC meeting. The committee agreedto explore food insecurity and economic risk factors on campus.

To determine that a food pantry was needed on campus, a preliminarysurvey was done to assess food insecurity experienced by enrolled collegestudents. A convenience sample of students from student government, thehonors program, an English 101 course, and social work majors were askedto fill out an online questionnaire about the need for a pantry on campus.For our purposes, food insecurity was defined in the questionnaire as “nothaving enough money to buy enough food. Some people stretch their foodbudgets by eating cheaper and less nutritious food, while others cut back onthe amount of food eaten.” Nearly 150 students responded. Forty-eightpercent of respondents had experienced food insecurity as a student, whereas64% knew of a friend or classmate who had. Ninety percent agreed orstrongly agreed the campus had students experiencing food insecurity.When asked about future patronage if the campus had a pantry, 60% agreedor strongly agreed that they would use the pantry if they needed to, andnearly all (94%) would refer others.

Based on the aforementioned information and the collective experiences ofthe committee members, the committee believed there was justification forestablishing a campus pantry. University administration agreed that

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providing emergency food may be one way to assist students who werestruggling financially. The committee obtained permission from the univer-sity administration to help fund VISTA to oversee the development andfunctioning of the food pantry. This position was cosponsored by OhioCampus Compact, AmeriCorps, and the university. The third author washired as the VISTA volunteer and served in the Office of Service-Learning.

Planning

When the VISTA volunteer’s employment started in August 2010, planningbegan to secure space, storage components, food, money, and volunteers thatwere essential to the opening of the pantry.

Space and storageMeetings were held with key constituents to garner support and resources.For example, by working with the Provost’s Office, space for the pantry wasobtained. The pantry consists of three rooms: one in which volunteers helpstudents complete intake forms, another in which students select their food,and a third room that is a storage room and work room for volunteers.The university’s library donated unused shelves to the pantry which werecustomized by carpenters in the university’s physical plant. Surplus tablesand shelves from university storage were also repurposed for pantry use.

Food and fund-raisingObtaining enough food and funding to open the pantry was a major concernof the committee. However, the university community was supportive, and arange of events was organized by campus groups to help stock the pantry.For example, Residence Services hosted a Haunted Trail event. Admission tothe event was two nonperishable food items. More than 1,500 items werecollected and donated to the pantry. Additionally, the social work club hosteda food drive as part of Ohio Makes a Difference Day. Students gave shoppersa list of needed items (e.g., peanut butter, tuna, granola bars) as they entereda local grocery store. Students were stationed at the exit to collect the foodfrom the shoppers. This event garnered approximately 3,000 pounds of food.A staff group focused on community service hosted several service projects atan annual Staff Development Day event. One of the projects was a food,hygiene, and baby item drive for the pantry.

All of the aforementioned projects provided canned food items, but moneywas needed to purchase perishable food. The VISTA volunteer worked withcampus dining services to coordinate a one-day fund-raiser allowing students,faculty, and staff to make a monetary donation to the pantry while eating incampus dining halls. The marketing manager for dining services worked closelywith the VISTA volunteer to help promote the fund-raiser through the

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university’s website and signage at each cash register. Cashiers also askedcustomers if they wanted to make a donation. Now known as “DiningServices Pantry Day,” plans are to host the fund-raiser once per academicterm. The funds raised are used to give students emergency meal cards redeem-able in campus dining halls and to purchase perishable items for the pantry.

Another source of funding came from the President’s Office. In lieu ofsending major donors a fruit basket during the holiday season, thePresident’s Office donated $5,000 in their names to the pantry. This giftwas especially important to the pantry because it allowed for the purchase ofa refrigerator so the pantry could begin to provide perishable foods.

Policies and proceduresThe VISTA volunteer and amember of the social work faculty wrote a handbookwith policies and procedures for the pantry. In an effort to decrease stigma andincrease the ease in which students could receive food, the committee agreedthat the pantry would operate under the assumption that students who came tothe pantry needed food assistance. Being enrolled at the university was the onlyrequirement for being served. Demographic questions regarding income andemployment were asked but did not determine if a student qualified for help.Philosophically, the committee favored the risk of giving out food to a studentwho did not need it over the chance that stringent requirements or a lengthyinterview may result in a student who needed food being turned away. Further,because students receive 3 days of food and are eligible only once in a 30-dayperiod, potential abuse of the pantry is limited by these policies as well.

Policies included information about how students would qualify for thepantry, the number of times they could use the pantry, client rights, andvolunteer expectations. They also created an intake form that volunteers helpstudents using the pantry complete. The intake form asks for information abouta student’s living arrangements and financial aid, as well as demographic data.In addition, a volunteer confidentiality agreement was designed.

Volunteers

Recruiting volunteers to staff the pantry was a major task. The VISTAvolunteer began to recruit volunteers by speaking at student and stafforganization meetings. Opportunities were also posted in a student activitiesnewsletter, as well as in the campus newspaper. The pantry operates withapproximately 30 intake assistants who help fill out required paperwork andguide users through the pantry process. In addition, clubs and campusorganizations provide volunteers for single day projects such as sortingfood, checking expiration dates, stocking shelves, and organizing the pantry.

The social work faculty and the VISTA volunteer created the volunteertraining program that includes a discussion of pantry policies, including an

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emphasis on confidentiality. As part of the training, volunteers role-playscenarios and guidance is provided for making referrals to campus andcommunity agencies. A system for tracking volunteer hours and evaluatingvolunteers’ experiences was also developed.

Service-learning studentsService-learning1 students assisted in establishing the pantry. Students from twoEnglish 102 courses surveyed the campus about student food insecurity. Theservice-learning students posted a question on a university webpage (typicallyaccessed by students who sign into daily to access their e-mail and theuniversity’s learning management system) asking about food insecurity. Morethan 3,700 students answered a question about their food insecurity; 49% ofrespondents indicated that they had experienced some degree of food insecuritywhile a student on campus. This data supported the original survey by SLASACthat found that food insecurity was a problem on our campus. As part of thepersuasive writing assignments, the service-learning students also organizedfund-raisers and created posters to promote the pantry. Further, service-learningstudents created a referral resource binder that included a summary of the localand campus services, and this is used by volunteers making referrals.

Public relations

An important part of establishing the pantry was making certain that the campuscommunity was aware of its services. The pantry coordinator established aFacebook page and worked with campus communications to create a website.The website explains pantry services, articulates items needed, and promotesvolunteer opportunities, fund-raisers, and food drives. A brochure was createdthat was distributed to campus offices and departments and to key faculty and staffmembers in Student Affairs. Posters, videos, and articles in the campus newspaperand on the university’s website also communicated the pantry’s services.

As part of this effort, the VISTA volunteer also met with theCommunications and Marketing office to create press releases for localmedia outlets. Local newspapers and television stations covered the openingof the pantry. Media attention produced donations from local individualsand businesses in the larger community.

Service delivery

Day-to-Day operations

The pantry is currently open 3 days a week for 4 hours on 2 days and 2 hourson 1 day. To accommodate students’ school and work schedules, the pantry

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is open during three different university time blocks, including one in theevening. During the summer, the pantry is open for 3 hours 2 days per week.

To receive food, student must complete a one-page intake form with avolunteer or pantry staff member. All students who come to the pantry areassumed to need food, and using the food pantry is a universal benefit forenrolled students. Students are required to provide their name, studentidentification card or other form of photo identification, and proof ofenrollment; other information (e.g., major, employment status, livingarrangements, financial aid and grant status) is voluntary and self-reported.The purpose of collecting this information is to provide data to the AdvisoryBoard so that they can make informed decisions about operational policies.

Upon completion of the intake form and verification of enrollment,students are allotted an emergency 3 days’ worth of food (e.g., peanut butter,soups and chili, pasta, granola bars, canned fruits and vegetables, and perish-ables as stocked), toiletry items, and, if applicable, baby items. The universitymust manage the limited resources it has to serve students who ask for foodassistance. It is hoped that 3 days of emergency food helps users meet theirfood needs until the next payday (or date of other financial payments such asgrant money or SNAP benefits) when users will have the ability to purchasetheir own food. Additionally, the pantry volunteers make referrals to socialservice agencies; pantry users may be able to connect with community foodpantries, most of which provide between 3 to 7 days of food, or communitykitchens to address food insecurity. To address more chronic food insecurityand economic instability, problems outside the scope and mission ofinstitutions of higher education, it is likely that users may need to applyfor SNAP and other federal benefits, seek further employment opportunities,or negotiate other life choices.

In an effort to provide dignity to the students, the pantry operates as a“choice pantry,” allowing students to “shop” from food categories so thatindividual needs and preferences are met. Students are permitted to use thepantry once a month. Students who need to use the pantry more than onetime per month must either make an appointment with the VISTA volunteeror have a referral from identified faculty or staff members who are familiarwith the pantry policies and who have screened the student’s need.

It is important to note that the pantry does not have the resources to servean entire household. Food is only given for the student, regardless of thehousehold size or living arrangements. The only exception to this rule is forstudents living in family housing on campus. These students can providetheir housing contract that lists all dependents. In these cases, all members ofthe household are served.

Because the food pantry operates under the assumption that studentscome to ask for food assistance because they have some sort of financialdifficulty, the food pantry volunteers also make community referrals.

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To address help students address ongoing food insecurity and/or financialneed, the pantry offers Ohio Benefit Bank services to its clients. The BenefitBank is an Internet-based software system that allows clients to checkeligibility for and apply to work support programs such as the SNAP andthe Home Energy Assistance Program (HEAP). Pantry volunteers are trainedto assist clients with this application process. This reduces the need forstudents to travel to local welfare and social service agencies to seek services,streamlines the application process, and lessens the stigma often associatedwith applying for federal programs.

Along with emergency food, the pantry volunteers provide referral servicesabout campus and community agencies better suited to meet longer term foodneeds. Every student is given information about community-based pantries.Additionally, referrals to other social service agencies (e.g., counseling,employment services) are provided.

Description of pantry usage during the first 25 months of operation

The Food Pantry Advisory Board meets quarterly to review operations. Thefollowing demographic data was presented to the Advisory Board to informdecision making. The demographic information is collected as part of theintake form completed to receive food. Other than the required documenta-tion (i.e., photo identification, proof of enrollment, and if applicable, ahousing contract) the information is voluntarily self-reported by the studentsseeking food to the pantry volunteers.

Food pantry user profile

During the first 25 months (January 2011 – February 2013) of pantryoperation, there were 870 records of pantry usage (see Appendix A for ademographic summary of food pantry users). Of those 870 visits, 51% wererepeat visits. The average age of the pantry user was about age 26 years(range 17–61). Pantry users age 20 or younger, were the largest percentage byage (14.5%). Black or African American students accounted for 50.7% ofvisitors to the pantry, followed by Whites (26.2%). Pantry users were pre-dominately female (69.9%).

Most pantry users were full-time students (89.7%), defined by theuniversity as enrollment for 12 or more semester hours. Most pantry userswere from the liberal arts college (32.8%), but this is the largest college at theuniversity. The science and mathematics college also had a large percentageof users (28.6%). First-year students utilized the pantry somewhat more(27.8%) than the 16% to 19% usage rates for sophomores, juniors, andseniors. Graduate students made up just over 19% of pantry users. Themajority of pantry users lived off campus (53.3%). Pantry users were most

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likely to report living with a roommate (42.2%), followed by living alone(22.5%), living with children (17.6%), and living with a spouse and children(10.1%). Only 4% lived with parents or relatives. Although the majority ofpantry users had no dependents (just under 70%), the number of dependentsranged from one to eight, with an average of nearly two children for thosereporting dependents. Two thirds of those who utilized the pantry wereunemployed; of those employed, 12.4% had campus employment and19.3% had off-campus employment. A little over one fourth of users had ascholarship (26.1%), and 57.0% had a Pell Grant. In addition, 62.5% hadloans, but only 13.9% reported getting financial help from their family.

Students seeking assistance from the food pantry were asked about thesituation that created their food insecurity. Almost one half of users said theywere unemployed and could not always afford food (45.5%). But theemployed also reported trouble affording food (23.0%). Other responsesincluded “trouble budgeting and ran out of money,” “not enough financialaid to cover costs,” or “awaiting food stamp benefits.”

Based on the information provided during the intake process, pantryvolunteers attempted to make appropriate referrals. Just over 12% of pantryusers were given at least one referral. One fourth of referrals were to othernonprofit agencies in the area for such things as county-level communityresources, United Way, and the YMCA. Almost one-fifth were referred tofederal public assistance like food stamps (SNAP) or energy assistance. Localfood pantry resources were a common referral (22%). Almost 18% ofreferrals were made for services available on campus, for example, careerservices and the counseling center. The majority of pantry visitors had learnedof the resource through word of mouth (37.9%), online advertisement on theuniversity webpage (24.5%), or referral by faculty or staff (14.8%).

Campus profile

To appreciate the demographics of the pantry users, it may be helpful tounderstand the profile of the campus (see Appendix B for a campus profilesummary). Of the 13,722 undergraduate students attending the university(Wright State University, 2013b), approximately 42% are the first in theirfamilies to attend college (Ohio Board of Regents, 2012). Just over 74% of allundergraduates were awarded some form of financial aid (Wright StateUniversity, 2013b). Twenty-four percent of students received a scholarship.In 2013, 51.6% of the undergraduate student population was female, whereas48.4% were male. African Americans are the largest minority group oncampus representing 11.4% of the undergraduate student population;international students make up 5% of the student body.

Currently, tuition is approximately $8,542 per year for Ohio residents(Wright State University, 2013a). Total expenses for a year at the university,

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including tuition, housing, books, and fees is estimated at $18,688. Thetypical student comes from a family with a median income of $39,626(Wright State University, 2012). More than 64% of enrolled students takeout student loans, and graduates leave with an average $23,676 in studentloan debt. Further, 8% of enrolled students participate in work-study pro-gram to subsidize their college costs.

The university participates in the National Survey of Student Engagement(NSSE), which is a survey of first-year students and seniors. Caution shouldbe used when viewing NSSE data as only first-year and senior students whovolunteer to participate in the survey are included; the demographics of thesestudents may not be representative of the student body as a whole. Sevenhundred fifty-one (751) students responded, and all of them indicated thatthey were employed; 16% worked part-time (defined by NSSE as fewer than30 hours a week), whereas 84% work full-time, more than 30 hours a week(C. This, personal communication, April 18, 2014). It should be noted thatthis data was collected in Spring 2013, prior to implementation of theAffordable Care Act that may result in limiting employee hours to avoidthe mandated health insurance for those employees working 30 or morehours per week. More recent university data (N = 915) comprising studentswho voluntarily participated in the Student Satisfaction Inventory in Spring2014 indicated that 73% of students are employed (C. This, personalcommunication, August 25, 2014).

Like most universities, our campus has a number of support services toassist students. For example, medical and mental health services areavailable on campus, students who qualify can receive services from theOffice of Disability Services, financial aid staff help students navigate theloan federal loan process, a Veterans Affairs office exists for military personnel,and education/prevention programs on issues such as sexual assault, diversityawareness, and alcohol and drug usage are hosted by staff involved in studenthousing. Student Legal Services is a nonprofit law office on campus that assistsstudents with landlord–-tenant matters, misdemeanor criminal cases, trafficcases, and some domestic matters. Students must pay $11 at the start of eachterm to be eligible for legal assistance. Finally, the local credit union, inconjunction with the Department of Finance’s student organization providesfinancial literacy and budgeting workshops to students.

Discussion

Not surprisingly, students at risk of economic hardship were most likely to usepantry services. Poverty indicators such as Pell Grant awards (57%), unemploy-ment (67%), and being African American/Black (50%) were all characteristics ofpantry users. As previous research suggested (Chaparro et al., 2009; Hugheset al., 2011), students living off campus (53%) were more at risk.

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When compared to the demographics of the general student body, womenand African Americans were over-represented in pantry usage. However, thisis consistent with national data showing that women and African Americansexperience poverty at higher rates than men or Whites (DeNavas-Walt et al.,2013). Pantry users and the student body population are similar in terms ofhaving loans (62.5% vs. 64%) and being awarded scholarships (26% vs. 24%).Food pantry users, however, are different than the general student bodywhen it comes to employment. Even using the lower rate of student employ-ment (73% of students with jobs) indicated on the university’s StudentSatisfaction Inventory (SSI) given in Spring 2014, food pantry participantshad far few jobs (33%) than others. Again, caution should be used whenviewing NSSE or university SSI data as the demographics of the studentsresponding to these surveys may not be representative of the student body asa whole. However, these data points are the only data available from theuniversity that can help us understand the food pantry user in the context ofthe university’s student body.

One half of those who visited the pantry sought services again. This maysuggest that their economic situations are more entrenched. This could beexplained by the lack of employment. One way the campus food pantry canintervene in these situations is by strengthening referrals to communityresources (e.g., SNAP, employment centers) that are better suited to addresseconomic instability and campus career services that may be able to assistwith employment opportunities. However, referrals were made only to 12%of the pantry visitors. Ongoing and additional training of pantry volunteers isneeded to make sure that information is offered. Creating a handout orlinking referral information to the pantry website may be an easy way tomake community resources accessible to all students.

Lessons learned and next steps

Service deliveryBased on the initial experiences, an advisory board comprising the operationalstaff, faculty and staff members, and student volunteers was formed and meetseach term to discuss pantry services and adjust policies and procedures asneeded. The advisory board brainstorms solutions to challenges that arise inservice delivery, assists with promoting the work of the pantry, and aids infund*raising and grant writing efforts. Adding a staff member from campuscareer services, and a community member from the local agency thatadministers the Temporary Assistance to Needy Families (TANF) and SNAPbenefits, as well as the employment center, may help the Advisory Board betteraddress appropriate referrals for pantry users with more entrenched issues ofpoverty related to employment. In the coming year, the Advisory Board will

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also be conducting a food pantry client satisfaction survey; informationgleaned will be used to improve service delivery.

The VISTA position was discontinued on campus in the 2012 to 2013academic year as the university had had the VISTA position for 3 years, thelimit allowed by the state’s Campus Compact. Because of this change, thecampus food pantry moved from the Office of Service Learning to the VicePresident of Student Affairs. A graduate assistant (GA) has taken the place ofthe VISTA volunteer in the day-to-day operations. The GA is a student in theuniversity’s student affairs program and receives a tuition waiver and stipendin exchange for approximately 20 hours of work as the pantry coordinator.

Another major challenge is getting the word out about the campus foodpantry. Nearly 50% of respondents to a campus survey indicated being foodinsecure, yet utilization was less than expected. When asked how they foundout about the pantry, word of mouth (37.9%) and electronic resources (e.g.,e-mail, university webpage) (24.5%) were the most popular ways studentslearned of pantry service. Efforts are being made to utilize social media toreach students. In addition, new faculty members are now being made awareof the campus food pantry as part of their new faculty orientation.

Funding, especially for perishable items and items not typically collectedthrough food drives, is an ongoing concern. A Gift of Hope program wasestablished by the advisor board that allows donors to make gifts in honor ormemory of a loved one. The purpose of this program is twofold: it serves as afund-raiser for the pantry as well as promoting its services. In addition, thecampus pantry has become a member of the local food bank, enabling thepantry to have a consistent source of food at low cost.

Since the pantry opening, the advisory board has explored other creativeways to help students experiencing food insecurity. For example, an English101 course organized a fund-raiser and food drive to provide head-of-household students with a complete Thanksgiving meal. Additionally, alocal community garden program supplies the food pantry with somefresh produce during the summer and fall seasons.

Future researchGiven the growth of food pantries on U.S. college campuses, research is nowneeded. Qualitative and quantitative research would help us understand thenature of campus food insecurity. Interestingly, the majority of the researchabout campus food pantries is coming from international universities inCanada and Australia. Perhaps the international community recognizedthat students were at risk of food insecurity before their American counter-parts. Being able to compare similarities and differences to communitypantries, other campus pantries, and to international campus pantries mayprovide insights.

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In addition, modeled after the Chaparro et al. study (2009), the advisoryboard is exploring collecting additional data to increase information aboutbroader economic and living situations that may influence food insecurity.We are currently in conversations with graduate students in social work,applied behavioral sciences, and in nonprofit management to explore potentialresearch projects.

Conclusion

Establishing the food pantry involved a partnership of constituencies acrosscampus. The Office of Service Learning, Student Activities, and First YearExperience units were instrumental in initial efforts. Faculty, staff, and stu-dents all answered the call for support. Service-learning courses from Englishand social work assisted in research and fundraising. The President’s andProvost’s Offices provided financial support for the pantry. Units as variedas the Library, the Women’s Center, Communication and Marketing, andDining Services all had a hand in helping students in need. Without thesupport of each of these units, the pantry may not have been realized.

The creation of the student food pantry not only addressed the needs offood insecure students, but also enhanced collaboration among campusunits in the development and support of a sustainable program aimed atstudent retention. As economic conditions simultaneously make it harderto afford a college education and more necessary to obtain one, campusesmay have to consider nontraditional ways to enhance student success.Working to eliminate student food insecurity may be one way to increasestudent retention and promote an environment of philanthropy andservice across campus.

Note

1. The university’s definition of service learning is “a teaching and learning pedagogy thatengages faculty, students, and community members in a partnership to: Achieveacademic learning objectives, meet community needs, and promote civic responsibility”(Wright State University, 2014).

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Appendix A

Demographic Food Pantry User ProfileCharacteristic Values

AgeAverage age 26Median age 22Age range 17–-61

RaceBlack or African American 50.7%White 26.2%Other 16.8%Asian 1.1%Hispanic/Latino 0.8%

GenderFemale 69.9%

Class standingFreshman 27.8%Sophomore 19.4%Junior 17.0%Senior 16.0%Graduate 19.2%

Living situationWith roommates 42.2%Alone 22.5%With children 17.6%With spouse and children 10.1%With parents or relatives 4.0%With spouse 1.0%With roommates and children 0.2%Missing information 2.3%

EmploymentUnemployed 66.7%Campus job 12.4%Off-campus job 19.3%Missing 1.6%

Educational financing receivedScholarship 26.1%Pell grant 57.0%Federal loans 62.5%Family financial help 13.9%Repeat pantry users 51.1%Full-time students 89.7%Live off-campus 53.3%

Note. N = 870. Data is based on self-reported information recorded onfood pantry intake forms.

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Appendix B

Campus ProfileCharacteristic Values

Undergraduate students 13,722RaceBlack or African American 12.3%White 76.7%Other 5.2%Asian 3.0%Hispanic/Latino 2.8%International students 5%

GenderFemale 51.6%In-state tuition $8,542Total estimated expenses (tuition, room and board,books and fees)

$18,688

Median family income $39,626First generation college students 42%

Educational financingAwarded financial aid 74%Take out student loans 64%Receive scholarship 24%Work full-time 84%Participate in work-study 8%Average student loan debt of graduates $23,676

Note. From Wright State University Student Fact Book Fall (2013b)

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