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Viewing: NTR 320 : Nutrition Education

Last approved: Fri, 19 Feb 2016 21:01:32 GMT

Last edit: Fri, 19 Feb 2016 21:01:28 GMT

Change Type
NTR (Nutrition)
320
032286
Dual-Level Course
Cross-listed Course
No
Nutrition Education
Nutrition Education
College of Agriculture and Life Sciences
Food Bioprocessing and Nutrition (11FS)
Term Offering
Fall Only
Offered Every Year
Fall 2016
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded with S/U option
3
15
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3
Course Attribute(s)


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

Course Is Repeatable for Credit
No
 
 
Suzie Goodell
Associate Professor

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture8080NoNone
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Prerequisite: NTR 301
Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
11NTSANApplied NutritionElective
11NTSBSNutrition ScienceElective
This course exposes students to the principles behind the development, implementation, and evaluation of nutrition education programs in the United States. Course topics will cover behavior change models, educational pedagogies, nutrition needs assessments, curricular and tool development, social marketing, and social media and technology related to nutrition education. The course is a flipped-course design with course content posted online through pre-recorded lectures and reading assignments. In-class lecture time will be reserved for class discussion and in-class assignments. Student evaluations include exams, in-class assignments, and a term paper.

  1. As part of curricular changes to both concentrations within the Nutrition Science undergraduate degree, the departmental faculty want to expand the number of courses available to students with significant writing requirements. This course helps achieve that goal.

  2. To better prepare undergraduate students to take NTR 420 (formerly Community Nutrition) in which they implement a nutrition education program in the community, the departmental faculty decided to create this 300-level nutrition education course to serve as a pre-requisite.

  3. With the changes in healthcare professional school entrance examinations (e.g. MCAT) to include an emphasis on behavior and social determinants of health, pre-health students throughout the university will need opportunities to develop an understanding about these topics. This course will serve as one course that meets that need.


No

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.
 

In lieu of teaching NTR 420, Dr. Goodell will teach NTR 320 as one of her two fall course preps. No anticipated additional teaching burden will be added to the faculty member.

The goal of NTR 320 (Nutrition Education) is to provide nutrition students and other pre-health students with an understanding of the behavioral and social determinants of health and a theoretical understanding of the development, implementation, and evaluation of nutrition education curricula and programs.


Student Learning Outcomes

At the end of this class students should be able to:



  • Explain how nutrition educators can use qualitative and quantitative research to conduct needs assessments.

  • Create, implement, and analyze qualitative and quantitative methods for assessing program needs and/or effectiveness.

  • Describe how culture, race, religion, and geographic region impact food consumption and views about nutrition in individual populations. Explain how these views may be different from your beliefs and what communication/educational barriers may exist because of these differences. Articulate several approaches to overcoming these barriers and your bias within the context of a nutrition education program.

  • Identify the major constructs for different health-related behavior change models and compare and contrast these models.

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

  • Discuss the role of social media in the evolution of nutrition education platforms and programs, including the advantages and limitations to using technology with diverse populations.

  • Use the "DESIGN procedure" to apply health-related behavior change models, sound educational pedagogy, and basic nutrition knowledge to the development, implementation, and evaluation of nutrition education curricula.

  • Evaluate the scientific literature to articulate the current evidence and gaps in understanding for a nutrition education curriculum or program. 


Evaluation MethodWeighting/Points for EachDetails
Other10% In Class Assignment: Equation for calculating in-class assignment grade: (total points earned)/ [(points per activity)*(number of activities-3)]* 10 = points for in-class assignment grade
For students enrolled in NTR 320, in-class assignments comprise 10% of their overall grade. Each non-exam day in lecture (barring incliment weather and other university-imposed cancelations), students will complete an in-class activity. Each assignment/activity is worth 5 points each.
Students may drop 3 grades due to unexcused absences. Everyone, regardless of the number of absences will have the total points possibly earned will be reduced by the points awarded for 3 assignments (i.e. 15 points). Students who miss less than 3 in-class assignments will be advantaged, because all points earned will be counted in the numerator of the in-class assignment calculation equation.
Students with a documented excused absence who miss an in-class assignment will have this assignment dropped from their overall assignment grade without penalty (i.e. the total points possibly earned will be reduced by 5 points for each documented excuded absence).
Example of in-class assignment calculation NTR 320 (does not reflect how many total points may be available in any given semester):
Each in-class assignment is worth 5 points. Assume student A misses 2 in-class assignments but make perfect scores on all other in-class assignments. Assume there were 36 in-class assignments given during the semester.
Calculation for student A's in-class assignment grade: (5*34)/ (5*(36-3))*10= 10.3
Student A would earn 10.3 points toward his/her total grade for their in-class assignment grade.

Major Paper25%Paper 1: Part 1: Given 5 scientific articles related to a topic and target audience, students will summarize what is known about the two. Additionally, students will identify gaps in the scientific literature that need to be addressed before developing a nutrition education intervention for the target audience around the topic.
Part 2: Using the information outlined in part 1, students will design a feasible needs assessment research study to address at least one of the identified gaps in the literature.
Major Paper20%Paper 2: Given the scientific literature on the development of a nutrition education curriculum or program related to a topic and target audience, students will evaluate the rigor of the methods used for the development.

Part 1: Students will briefly explain each phase of the design process, including the significance or importance of the phase to overall soundness of the curriculum or program.

Part 2: Students will identify gaps in the methods that should have been addressed or where missing from the description of the curriculum or program development, explaining why they should be included.
Major Paper25%Paper 3: Given the scientific literature on the implementation and evaluation of a nutrition education curriculum or program related to the topic and target audience, students will evaluate the rigor of the methods used for the evaluation.

Part 1: Student will briefly explain each phase of the evaluation process, including the significance or importance of the phase to evaluating overall soundness of the curriculum or program.

Part 2: Students will summarize the findings from each phase of evaluation, explaining what that means about the effectiveness or feasibility of the curriculum or program.

Part 3: Students will identify gaps in the methods that should have been addressed or where missing from the description of the curriculum or program evaluation, explaining why they should be included.
Final Exam20%Students will be asked to answer 2 out of the 3 essay prompts, writing a 1-3 page response for each. Each major unit of the course will be represented by at least one prompt.
TopicTime Devoted to Each TopicActivity
Needs Assessment4 weeks• Issues in Nutrition Education: An Introduction
• Determinants of Food Choice and Dietary Change: Implications for Nutrition Education
• An Overview Of Nutrition Education: Facilitating Why and How To Take Action
• Foundation in Theory and Research: Increasing Awareness and Enhancing Motivation
• Foundation in Theory and Research: Facilitating the Ability to Take Action
• Foundation in Theory and Research: Promoting Environmental Supports for Action
Exam 1: Monday, 9/19/2016
Nutrition Education Development6 weeksTopics Covered:
• Step 1: Analyzing Food and Health Issues to Specify the Behavior or Action Focus of the Program
• Step 2: Identifying Potential Mediators Of Program Behaviors and Actions
• Step 3: Selecting Theory, Educational Philosophy, and Program Components
• Step 4: Translating Behavioral Theory Into Educational And Support Objectives
• Step 5a: Translating Behavioral Theory Into Educational Activities: Enhancing Motivation for Action
• Step 5b: Translating Behavioral Theory Into Educational Activities: Facilitating the Ability to Take Action
• Step 5c: Designing Strategies to Promote Environmental Supports for Action: Making Action Possible
• Step 6: Planning the Evaluation for Theory-Based Nutrition Education
Annotated Bibliography: Friday, 9/30/2016
Exam 2: Monday, 10/31/2016
Implementation and Evaluation5 weeksTopics Covered:
• Communicating Effectively in Group Settings
• Beyond Groups: Other Channels for Nutrition Education
• Working with Diverse Population Groups
• Nutrition Educators as Changes Agents in the Environment
Final Paper: Friday, 11/18/2016
Exam 3: Final Exam Time

sla (Fri, 10 Jul 2015 15:55:15 GMT): Looks good.
Key: 7428