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Viewing: NTR 420 : Applied Nutrition Education

Last approved: Tue, 15 Mar 2016 15:39:37 GMT

Last edit: Tue, 15 Mar 2016 15:39:33 GMT

Change Type
NTR (Nutrition)
420
016443
Dual-Level Course
No
Cross-listed Course
No
Applied Nutrition Education
Applied Nutrition Education
College of Agriculture and Life Sciences
Food Bioprocessing and Nutrition (11FS)
Term Offering
Spring Only
Offered Every Year
Spring 2017
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)
Remote Location/Site Based
Student groups will be assigned to a community partner site for their field experience. Sites include: Neighbor-to-Neighbor Outreach, Urban Ministries of Wake County and/or the Boys and Girls Club, and a DHIC senior living community.
Grading Method
Letter Grade Only
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Laboratory4.0
Lecture1.0
Course Attribute(s)
SVL (Service Lrng)
In this service-learning course, students engage with national and local nonprofit agencies through our three-tiered community partnership. Students are assigned to an established community partner location where they team- teach the 6-week Cooking Matters cooking and nutrition education curriculum to low-income community members. Students implement the curriculum developed by our national partner, Cooking Matters, while serving as educators for our local community partner, the Inter-Faith Food Shuttle. The course consists of a pre-service-learning training in which students will learn about lesson planning, conflict management, flexibility, and best practices in nutrition education while engaging in 4 graded practice teaching sessions. The second half of the semester they will spend in the community, teaching a 6-week long Cooking Matters course. Throughout the course, students receive 7 graded performance evaluations from the instructor as well as weekly non-graded evaluations from peers and teaching assistants. Students reflect both written and verbally through online Moodle forum discussions (weekly plus deltas) two critical reflection papers, and weekly Reflection Monday critical reflection discussions. The semester-long project will allow students to apply the information they are learning in the course to develop a tool that will be able to be used by future students and other volunteers of the Inter-Faith Food Shuttle and Cooking Matters. The implementation report, like the critical reflections, will allow them to reflect upon the usability of the tool in the community-based setting. This mutually beneficial community partnership allows for students to gain experience as nutrition educators, building their self-efficacy in teaching nutrition in the community while also providing a steady pool of volunteers for our local and national community partners. Our students help the Inter-Faith Food Shuttle and Cooking Matters reach approximately 60 low-income individuals each semester who would otherwise not have a chance to be involved in the Cooking Matters curriculum.
If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Dr. Christopher Daubert
Department Head

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture and Lab2020No20 students in lecture. 10 students in each of the two sections of lab.
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Delivery FormatPer SemesterPer SectionMultiple Sections?Comments
LLB00NoThe course will only be offered face-to-face.
Prerequisites: NTR 301 and NTR 320, and junior standing or greater required
Is the course required or an elective for a Curriculum?
No
In this service-learning course, students will develop nutrition education, lesson planning, conflict management, and knife safety skills through implementation of a nutrition education course in a community-based setting. Students will team-teach the nutrition education course at an established community partner location, gaining experience collaborating with nonprofit organizations to teach the clients they serve. Through critical reflection assignments and discussions, students will set goals to improve teaching, honing nutrition education and communication skills. Students are expected to provide their own transportation to community partner locations in the greater Raleigh area. Junior standing, NTR 301 and NTR 320 prerequisites.

This is a revision of the NTR 420/520: Community Nutrition course, which we propose to be two separate courses: NTR 320 (Nutrition Education) and NTR 420 (Applied Nutrition Education). Previous experience teaching NTR 420 made clear that the course was attempting to do too much: teach principles of effective nutrition education, including a review of the literature regarding best practices, as well as provide experience in the community. Relative to the latter, there was little time for meaningful reflection on the students' experience, in addition to opportunity to learn and practice important skills such as lesson planning, facilitated dialogue, and conflict management (when working with children).


Yes
Students are required to purchase liability insurance - $15. For more information, see http://www2.acs.ncsu.edu/insurance/
Is this a GEP Course?
No
GEP Categories

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:
 
 

 
 

 
 

 
 

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
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state 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)
 

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.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

The previous NTR 420: Community Nutrition course was taught by Dr. Suzie Goodell and Dr. Natalie Cooke. We are splitting the course into two courses, and Dr. Suzie Goodell will teach the NTR 320: Nutrition Education that will serve as a pre-requisite for the new NTR 420: Applied Nutrition Education. Dr. Christopher Daubert, Department Head of Food, Bioprocessing, and Nutrition Sciences will serve as the faculty contact for the course until a new TBD Teaching Assistant Professor has been hired.

Students will apply information learned in the pre-requisite NTR 320: Nutrition Education course to this Applied Nutrition Education service-learning course. Students who plan to pursue careers in which they will be nutrition educators (e.g. registered dietitians) will benefit from this hands-on learning course. During the first half of the semester, students will learn how to create their own lesson plans and teach those lesson plans during the second half of the semester. During the pre-service-learning training, students will also learn knife safety techniques and teaching techniques including facilitated dialogue and conflict management. Students will engage in 4 teaching evaluations during the pre-service-learning experience before teaching the 6-week Cooking Matters cooking and nutrition education program in groups of 5 at an assigned community partner site. Throughout the service-learning experience, students will receive 3 graded teaching evaluations and weekly non-graded teaching evaluations. Students will critically reflect upon their experience through pre-experience and post-experience critical reflection papers. Students will also write shorter critical reflections called weekly "plus-deltas," providing feedback on their peers' and their own strengths and areas for improvement, which we will discuss during weekly Reflection Monday discussions. These written and verbal reflections, paired with teaching evaluations, will allow students to hone teaching skills, but the reflection sessions will also allow students to reflect upon the logistics of implementing a nutrition education course while collaborating with a nonprofit organization. 


Student Learning Outcomes

At the end of this course, you should be able to:



  • Create educational goals and different levels of learning objectives for nutrition education programs.

  • Create and implement lesson plans for a cooking and nutrition education program.

  • Apply student engagement techniques (e.g. faciltated dialogue) to teaching a cooking and nutrition education program in a community-based setting.

  • Demonstrate and teach community members proper knife safety techniques.

  • Compare and contrast conflict management techniques and demonstrate learned techniques in a community-based setting.

  • Critically reflect upon and improve nutrition education techniques based on performance assessments.

  • Cooperate and collaborate with group members to integrate classroom and field experiences.


Evaluation MethodWeighting/Points for EachDetails
Written Assignment50Reflection Papers: Using information gleaned from the DEAL Model for Critical Reflection, students will write a Pre-experience Critical Reflection during the first week of class and a Post-experience Critical Reflection at the completion of the service-learning experience. Each reflection paper will be worth 25 points.
Lab assignments200Lesson Plans and Budgets: As a team, students will create six lesson plans and a budget to be used in their Cooking Matters course. Lessons 1 and 2 will be due at the same time and worth 50 points. Lessons 3 and 4 will be due at the same time and worth 50 points. Lessons 5 and 6 will be due at the same time and worth 50 points. The Cooking Matters Budget will be due after all six lesson plans are complete, and it will be worth 50 points.
presentation425Teaching Evaluations: Students will receive 7 teaching evaluations during the semester. The Knife Skills, Mini Mock Lesson, Mock Lesson, and Cooking Matters at the Store Teaching Evaluations will each be worth 50 points, and they will occur at an announced time during the pre-service-learning training. The 3 Cooking Matters teaching evaluations will each be worth 75 points and will occur at unannounced times during the service-learning experience.
Project175Nutrition Education Tool Project: As their semester project, students will plan, create, implement, and evaluate a nutrition education tool in their Cooking Matters course. There will be four assignments associated with this project. The first assignment, a proposal (worth 25 points), will detail their proposed tool and how they plan to use it in the Cooking Matters experience. Using instructor feedback, they will create their tool and implement it during the Cooking Matters course. After implementing it, they will prepare an implementation report (worth 50 points) that details how they used the tool and what the impact was in the course, evaluating its effectiveness and providing strengths and limitations. Using their evaluation, they will make changes to the tool and create a final product (worth 50 points) to be used by future Cooking Matters instructors. During the final exam period, each student will present the tool by way of a professional, 2-minute long “how-to” video (worth 50 points) to accompany the tool.
Participation100Participation and Effort: Students will be graded on their participation and engagement in the class as well as their ability to interact positively with their peers during the training and the service-learning experience. The instructor will review performance and provide a grade at the end of the semester, based on a performance rubric. This evaluation includes students' weekly plus-delta critical reflection of themselves and their peers, attendance, and participation in weekly reflection sessions.
Other50Peer Evaluation: At the end of the semester, students will receive a grade that is based on their peers’ evaluation of their cooperation and contribution to the service-learning experience. They will complete a peer review document that guides them to provide feedback about each of their group member’s preparation, participation, professionalism, respectfulness, problem solving, cooperation, and ability to follow through with expectations. They will also provide feedback about their own performance in these areas. A standard rating form will be provided to them.
TopicTime Devoted to Each TopicActivity
Pre-Service-Learning Training8 weeksDuring the first 8 weeks of the semester, lecture and lab will focus on training students for teaching the Cooking Matters curriculum during the service-learning experience. Students will be introduced to teams and critical reflection through an Iron Chef Challenge cooking activity and to their community partner sites through a scavenger hunt activity. Students will review and build upon lesson planning knowledge from NTR 320 to write their own lesson plans and budget for the Cooking Matters experience. They will also learn and practice techniques for proper knife safety, conflict management, and facilitated dialogue. During the pre-service-learning training, they will complete 4 graded performance assessments (Knife Skills, Mini Mock, Mock, and Cooking Matters at the Store) and reflect with peers upon their strengths and areas for growth.
Service-Learning Experience7 weeksAfter spring break, students will teach a 6-week long Cooking Matters curriculum in groups of 5 at an assigned community partner location. Each student will have a unique role in the course, and they will teach the same group of 12-15 community participants each week. Each week in lecture, students will reflect upon the previous week's lesson and determine areas for growth and improvement through reflection sessions. They will receive weekly non-graded feedback from peers and teaching assistants and 3 graded performance assessments from the instructor. They will also implement a nutrition education tool that they developed during the first half of the semester and prepare an implementation report, final product, and how-to video. At the end of the semester, they will engage in a focus group discussion to reflect on the course as a whole.

sla (Wed, 20 Jan 2016 14:18:01 GMT): Looks good.
Key: 4133