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Viewing: NTR 301/FS 301 : Introduction to Human Nutrition

Last approved: Wed, 06 Sep 2017 08:02:56 GMT

Last edit: Wed, 06 Sep 2017 08:02:56 GMT

Change Type
Major
NTR (Nutrition)
301
000533
Dual-Level Course
Cross-listed Course
Yes
Course Prefix:
FS
Introduction to Human Nutrition
Intr Hum Nutrition
College of Agriculture and Life Sciences
Food Bioprocessing and Nutrition (11FS)
Term Offering
Fall, Spring and Summer
Offered Every Year
Spring 2017
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)
Distance Education (DELTA)
Online (Internet)

Grading Method
Graded with S/U option
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3.0
Course Attribute(s)
GEP (Gen Ed)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Dr. Natalie Cooke (face-to-face) and Dr. April Fogleman (online)
Teaching Assistant Professor (Cooke) and Assistant Professor (Fogleman)

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture180180NoCourse is taught face-to-face during fall and summer, with approximately 180 students enrolled each semester.
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Delivery FormatPer SemesterPer SectionMultiple Sections?Comments
LEC120120NoCourse is taught online every fall and alternate spring semesters. Enrollment is 120 per semester. During the summer the course is taught Summer Session I, Summer Session II, and 10-week with up to 50 students per session.
Prerequisite: Sophomore standing
Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
11NTSBSNutrition ScienceRequired
11NTSANApplied NutritionRequired
11FOODSBSFood ScienceRequired
Functions, dietary sources, digestion and absorption, deficiencies and excesses of essential nutrients in humans; dietary guidelines; food labels; the study of diet-disease relationships; the role of diet in heart disease, diabetes, hypertension, osteoporosis; energy balance and weight control; dietary supplement regulation; diet and athletic performance.

Course has already been approved. It is under GEP review.


No

Is this a GEP Course?
Yes
GEP Categories
Natural Sciences
Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 
Outcome: Students should be able to describe the different types of studies used in nutrition research and the limitations associated with the application/generalization of their findings specific to their methodology; identify the type of any given study being described based on a description of its methods; use both of these abilities to evaluate (make decisions about) claims that are being made, based on research findings, regarding a diet-disease relationship.
 
 
Students will demonstrate their achievement of this outcome through a written assignment (response paper) about the new regulations to the Nutrition Facts label. In this assignment, students gain an understanding about the changes to the Nutrition Facts label by reading documents from the Food and Drug Administration website. Then, they read about a study in which researchers measured consumers' engagement with Nutrition Facts label using a computer program simulation. Students summarize key aspects of the study design and findings. Then, using the information they gained from these readings, they write a letter to a friend in which they critique the FDA's decisions regarding the new food label.

In another written assignment (response paper) students survey friends about their ability to be able to predict the number of calories in certain restaurant menu items. Then, they read excerpts from 4 scientific studies about restaurant menu labeling and summarize those findings. Using their knowledge from those two activities and information learned in class, they develop a written argument about whether or not they think menu labeling should be required as part of the implementation of the Affordable Care Act and the way in which that information should be presented.
 
 
Outcome:
Students should be able to identify levels of nutrient and/or food group intake as being deficient, marginal, adequate, more than adequate or excessive; predict the potential effects of those levels of intake on health; evaluate the overall quality of a given diet given specific food group and nutrient levels; and make recommendations regarding changes necessary to improve diet quality.
 
 
Students will demonstrate their achievement of this outcome through:
A project in which they enter a five day food diary into a computer program that determines their nutrient levels. They will then determine the adequacy of those levels, or lack thereof, predict the potential consequences of those levels and make specific recommendations regarding changes, if necessary, to improve diet quality.
Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
100%
 
a. If seats are restricted, describe the restrictions being applied.
 
N/A
 
b. Is this restriction listed in the course catalog description for the course?
 
N/A
 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 
None
 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 
None
Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 
See attached syllabus.
 
Major topics to be covered and required readings including laboratory and studio topics.
 
See attached syllabus.
 
List any required field trips, out of class activities, and/or guest speakers.
 
See attached syllabus.
The course is currently being taught by Dr. Natalie Cooke (face-to-face) and Dr. April Fogleman (online).

By the end of the semester you should have a better understanding of significant ways in which diet can influence our health today, tomorrow and over the course of a lifetime. You should also be in a better position to evaluate the latest "nutrition news," diet, or product and decide for yourself if it is something worth considering. Finally, you should have an appreciation for the complexity of food choice -- both what is available and what is chosen-- particularly with respect to the interrelationships between and among cultural norms, technological advancement and scientific knowledge. 


Student Learning Outcomes

By the end of the semester you should be able to:



  1. Describe the basic functions and structures of the essential nutrients, identify their primary food sources and apply that knowledge to diet-related decisions/scenarios.

  2. Explain the causes and dietary management of certain nutrition-related conditions.

  3. Identify the basic types of nutrition-related studies and describe potential limitations of each study design.

  4. Critically evaluate the claims associated with a new study finding, product or eating style.

  5. Assess the quality of your own diet based on current dietary recommendations.

  6. Improve your diet if you need and want to, or at least know how to. 


Natural Science General Education Program learning outcomes. You should be able to:


1.    Use the methods and processes of science (nutrition) in testing hypotheses, solving problems and making decisions; and


2.    Make inferences from and articulate, scientific (nutrition) concepts, principles, laws, and theories, and       apply this knowledge to problem solving.


Evaluation MethodWeighting/Points for EachDetails
Test270(135 pts each; drop the lowest grade; a missed test can serve as the dropped grade)
Tests will be 50 minutes long and will have 45 questions each (multiple choice, matching, T/F). They will cover the material indicated on the syllabus, * unless otherwise indicated in class *. Questions will come from lecture only. Learning objectives for each topic can be found in the corresponding section of the course pack. You should be keeping up with the learning objectives that begin every new section as we cover them in class -- this will be the best preparation for the tests.
Final Exam230The final exam will be 75 questions long. It will include 45 questions from the last portion of the semester as well
ten questions from each of the previous three tests. These may be the exact same questions or compiled from several different questions on the same topic. See the Final Exam format handout on Moodle.
Project225Food Diary Project: Once during the semester you will keep a list of everything you eat and drink for a minimum of 5 days (a maximum of 7). At a time to be arranged you will come to the lab in 1400 Williams Addition where computers and software will enable you to analyze your diet (no knowledge of computers is necessary -- someone will be there to assist you). Upon completion of the analysis you will answer questions that will be posted on Moodle. Their purpose is to make you more aware of the contribution individual foods make to your total nutrient intake, as well as make what you're learning about nutrient needs and functions more relevant. You will be graded on your ability to answer the questions, not on the quality of your diet!
Written Assignment200(50 points each; drop the lowest grade; a missed paper can serve as the dropped grade)
Five times during the semester you will be asked to write a paper in response to a specific set of prompts or questions, many of which will require that you read an article, watch a short video, and/or interview some friends and relatives. Grading criteria will be provided to you. The topics will range from expansions on material covered in class to issues not directly related to course content but still relevant to nutrition, and thought-provoking.

The materials for these papers will be on Moodle where you will also submit your responses. The submission due date for each paper will be on Moodle and can also be found under the Response Paper Schedule section of this syllabus. The grading guidelines for the response papers can be found on Moodle.
Participation75Ten times during the semester you will be asked to write a "one minute paper" during class in response to a variety of questions such as "What were the two most important concepts from today's class," "How many different foods did you eat yesterday," "How many calories are in..." These will be handed in but not graded or returned. They are designed to introduce new topics, get you thinking about specific ideas, provide me with periodic feedback and encourage you to reflect on what we have been discussing. Obviously, you must be in class to get credit for these. University excused absences will not be counted against you.

(≥8=75 pts; 5-7=45 pts; ≤4=0 pts)
TopicTime Devoted to Each TopicActivity
See syllabus.

aeherget (Thu, 17 Aug 2017 12:07:19 GMT): AECHH: Uploaded updated syllabus at instructor's request via email 8/15/2017.
Key: 196