The University of British Columbia Faculty of Land and Food Systems: Food, Nutrition and Health FNH 473: NUTRITION EDUCATION IN THE COMMUNITY January – April 2015 INSTRUCTOR: Dr. Candice Rideout OFFICE: Room 249 in the FNH Building PHONE: 604-‐822-‐0147 EMAIL: [email protected] Twitter: @carideout (course hashtag #FNH473) CLASS TIMES and LOCATIONS: Mondays from 1:00 PM to 4:00 PM in McML 160 (and group breakout rooms in McML) OFFICE HOURS: Thursdays from 1:00 PM to 3:00 PM (or by appointment) COURSE DESCRIPTION: Theory and methods in nutrition education; factors affecting behaviour modification and health promotion. The practice of nutrition education through education, health care delivery or media systems. PREREQUISITE: FNH 250 LEARNING OUTCOMES: Upon successful completion of this course, you should be able to: 1. Characterize the current Canadian context for nutrition education and community nutrition, including Canadians’ eating habits, Canadians’ nutritional and health status, and demographic trends. 2. Identify and discuss individual, interpersonal, and environmental determinants of nutrition-‐related behaviours. 3. Describe, critically evaluate, and apply program planning models and theories of health behavior change (including Health Belief Model, Social Cognitive Theory, Transtheoretical Model/Stages of Change). 4. Explain the importance of policy in community nutrition education and food security advocacy and propose strategies to support policy development and implementation. 5. Work effectively in small groups to assess, plan, implement, and evaluate community nutrition initiatives; and communicate the results of your group’s work to others. 6. Engage in meaningful reflection on personal learning and professional activities and provide effective, relevant, and constructive feedback to others. REQUIRED READINGS: There is no required textbook for FNH 473. Required readings are listed in the course syllabus and are available through the “Course Readings” tab in Connect. Additional optional supplementary readings are listed in Connect (and also provided via the Library Course Reserves) to provide students with resources to further supplement particular topics covered in class. CLASS FORMAT: We will use a combination of lectures, clicker questions, in-‐class learning activities, small group work, guest presentations, and independent reflection throughout this course. Students have some flexibility in planning their learning experience, including choosing among three options for their small group learning project: i) engaging in a community-‐based experiential learning (CBEL) project, ii) completing a problem-‐based learning (PBL) case related to nutrition education in the community, or iii) creating a short video documentary focusing on a current issue or initiative in community nutrition. Additional details will be provided in class. From January 26 to March 23, we will meet as a whole class in McML 160 for the first hour or so of the class session and then students will work on their projects in their small groups in assigned breakout rooms for the second portion of the class session. CLICKERS: All students in FNH 473 are required to have access to an iclicker that is registered to their name and student number. Please click on the “Register your clicker here” link in Connect to register your clicker. EVALUATION: In-‐class activities: Mini-‐assignments Clicker responses Online Module: Assessing Needs and Setting Priorities in Population and Public Health (through Dietitians of Canada) • Certificate of Completion Online quizzes based on videos and readings: Ten quizzes (dates indicated below) Group Project: Choose Option A, B, or C** Option A: Community-‐based Experiential Learning (CBEL) Project • Submit Sections A, B, C of Written Report for Feedback • Presentation and Discussion • Written Report: Full Report Option B: Problem-‐based Learning (PBL) Case • Submit Sections A, B, C of Written Report for Feedback • Presentation and Discussion • Written Report: Full Report Option C: Create a Video Documentary • Submit Sections A, B, C of Written Report for Feedback • Video and Discussion • Written Report: Full Report Individual Reflection: Optional initial submission (opportunity for feedback) Required final submission Date Throughout the term Throughout the term January 30 Throughout the term March 9 March 30 April 10 March 9 March 30 April 10 March 9 March 30 April 10 Value (% of Final Grade)* 2.5 2.5 5 40 NG 35 5 30 NG 35 5 30 NG 35 15 20 March 13 April 17 NG 15 *NG = No Grade will be given; feedback (comments and suggestions) will be offered to help improve the final graded submission. Submission of sections of the group report is required; submission of your individual reflection is optional. **You must complete the “Group Project Preferences” quiz in Connect before 11:59 PM on January 16 to indicate (among other things) your preference for working on a CBEL project, a PBL case, or a video documentary. Groups will be created and assigned to particular projects by January 19. In-‐class activities – mini-‐assignments: Individual and small group activities and mini-‐assignments will take place throughout the term. These will not be announced ahead of time and must be completed and submitted in the class session during which they were assigned. Late submissions will not be accepted. If you satisfactorily complete 90% or more of these activities and mini-‐assignments, you will receive all 2.5 marks. If you complete and submit fewer than 90%, your mark will be calculated based on the proportion of activities and mini-‐assignments you completed (e.g., if you satisfactorily completed 80% of these, you would receive 2 out of 2.5). In-‐class activities – clicker responses: Many classes will include clicker questions as one way to help you be active and engaged in your learning during class. Make sure you have registered your clicker on the course website in Connect and that you bring it to class with you each day. If you respond to all clicker questions on a particular day, you will receive one point for that day. If you earn 90% or more of the possible points available for clicker participation throughout the term, you will receive all 2.5 marks. If you receive less than 90% of the possible points for clicker participation, your mark will be calculated based on the proportion of points received (e.g., if you responded to all clicker questions in 70% of classes, you would receive 1.75 out of 2.5). Online Module “Assessing Needs and Setting Priorities in Population and Public Health”: This online learning module is offered through Dietitians of Canada. Details on how to access this learning module will be posted in Connect. The online module will guide you through a series of scenarios related to conducting a needs assessment. An offline workbook is also available for additional information and resources. After completing this module, you will be prompted to take a brief test related to the material. Upon satisfactory completion of this test (i.e., receiving a score of 80% or greater within 3 attempts) you can obtain a Certificate of Completion. This certificate must be submitted via Connect by 11:59 PM on January 30. Completion of the online module and the test is estimated to take 3–4 hours. Online quizzes: You will have 60 minutes to complete each quiz. Quizzes will include multiple choice questions, true/false questions, and short answer questions. You may consult the reading (and any other materials) as you complete the quiz. Each quiz must be completed independently, without consulting other students. Quizzes will be available as indicated in the following table (each quiz must be completed at some point during the time indicated): Quiz # and Related Content #1: Mikkonen & Raphael #2: Theory at a glance and Video 1 #3: Health promotion program planning 1 #4: Health promotion program planning 2 #5: Logic model for program planning and Video 2 #6: DiClemente, Crosby & Salazar and Video 3 #7: Hildebrand & Betts AND Engler-‐Stringer & Berenbaum and Video 4 #8: Neuenschwander, Abbott & Mobley #9: Masse, Naiman &Naylor and Video 5 #10: Vanderlee & Hammond AND Finkelstein et al Quiz will be available:* 9 AM Jan 9 – 11:59 PM Jan 18 9 AM Jan 9 – 11:59 PM Jan 11 9 AM Jan 16 – 11:59 PM Jan 18 9 AM Jan 23 – 11:59 PM Jan 25 9 AM Jan 30 – 11:59 PM Feb 1 9 AM Feb 20 – 11:59PM Feb 22 9 AM Feb 27 – 11:59 PM Mar 1 9 AM Mar 6 – 11:59 PM Mar 8 9 AM Mar 13 – 11:59 PM Mar 15 9 AM Mar 20 – 11:59 PM Mar 22 *Note: With the exception of Quiz #1, quizzes are available from 9 AM on the Friday morning to 11:59 PM on the Sunday night before class. Because you will not have the opportunity to complete the first quiz before the first class, its availability is longer than the others (10 days, to allow greater flexibility in its completion). Group projects: Over the course of the semester, students will work together in small groups to complete one of the following: a community-‐based experiential learning (CBEL) project, a problem-‐based learning (PBL) case, OR a short video documentary. We will discuss the three options in class and additional detailed instructions for each option are available in Connect. Students must indicate their preferred project type by January 16 and groups will be formed by January 19. Each group has three key submission deadlines: 1) initial sections of the written report must be submitted via Connect for feedback before 11:59 PM on March 9, 2) results of the project will be highlighted in a presentation and discussion (or the video documentary will be shown and discussed) on March 30, and 3) the final written report must be submitted via Connect before 11:59 PM on April 10. Individual reflection on your learning in FNH 473: At the end of the term, in lieu of a final exam, each student will submit (via Connect) a personal reflection paper based on questions provided in the detailed instructions posted in Connect (maximum 3 pages, single spaced). You have the option of submitting up to 2 single-‐spaced pages for formative feedback partway through the term. COURSE OUTLINE: Date Focus Jan 5 Introduction: Course overview, hopes & expectations, preparing for your learning in FNH 473; Also: i) evaluate context for community nutrition work, ii) examine determinants of health and determinants of food choice, iii) consider the wisdom in ‘A PIE’ After class: 1) Read Social Determinants of Health: The Canadian Facts (Mikkonen & Raphael, 2010), pp. 7–54, focus on pp. 7–27 2) Quiz available 9 AM Jan 9 – 11:59 PM Jan 18 January 12 Health behavior theories, taking an evidence-‐based approach to promoting health behaviour change; detailed overview of options available for group projects Prepare for class: 1) Watch Video 1: Introduction to Health Behaviour Theories on course website 2) Read Theory at a Glance: A Guide for Health Promotion Practice (2 ed.) (National Cancer Institute, US Department of Health and Human Services, National Institutes of Health, 2005), focus on pp. 3–31 3) Quiz available 9 AM Jan 9 – 11:59 PM Jan 11 Deadline: 1) Complete Group Project Preference Quiz in Connect before 11:59 PM on Friday, Jan 16 January 19 Health promotion project planning 1; identify strategies for effective teamwork; first team meeting Prepare for class: 1) Read Introduction to Health Promotion Program Planning, Version 3.0 (Health communication Unit at the Centre for Health Promotion, University of Toronto, 2001), focus on pp. 8–25 2) Quiz available 9 AM Jan 16 – 11:59 PM Jan 18 January 26 Health promotion project planning 2; first team work session Prepare for class: 1) Read Introduction to Health Promotion Program Planning, Version 3.0 (Health communication Unit at the Centre for Health Promotion, University of Toronto, 2001), focus on pp. 26–48 2) Quiz available 9 AM Jan 23 – 11:59 PM Jan 25 Deadline: 1) Submit Certificate of Completion for Online Module ‘Assessing Needs and Setting Priorities in Population and Public Health’ sometime before 11:59 PM on Friday, Jan 30 February 2 Health promotion program planning 3; team work session Prepare for class: 1) Watch Video 2: Logic Model on course website 2) Read The logic model for program planning and evaluation (McCawley, ND) 3) Quiz available 9 AM Jan 30 – 11:59 PM Feb 1 4) Complete your Learning Issues related to your group project February 9 Family Day: No Class February 16 Reading Week: No Class February 23 Evaluating health promotion programs; team work session Prepare for class: 1) Watch Video 3: Evaluation on course website 2) Read Evaluating Theory-‐Based Health Programs: Linking Principles to Practice (DiClemente, Crosby & Salazar, 2013) 3) Quiz available 9 AM Feb 20 – 11:59 PM Feb 22 4) Complete your Learning Issues related to your group project Date Focus March 2 Food security & community nutrition in action: examples of initiatives; team work session Prepare for class: 1) Watch Video 4: Implementing Community-‐based Initiatives on course website 2) Read Assessment of stage of change, decisional balance, self-‐efficacy, and use of process of change of low-‐income parents for increasing servings of fruits and vegetables to preschool-‐aged children (Hildebrand & Betts, 2009) 3) Read Food and nutrition-‐related learning in collective kitchens in three Canadian cities (Engler-‐
Stringer & Berenbaum, 2006) 4) Quiz available 9 AM Feb 27 – 11:59 PM Mar 1 5) Complete your Learning Issues related to your group project March 9 Community nutrition education, learning styles; team work session Prepare for class: 1) Read Comparison of a web-‐based vs in-‐person nutrition education program for low-‐income adults (Neuenschwander, Abbott & Mobley, 2013) 2) Quiz available 9 AM Mar 6 – 11:59 PM Mar 8 3) Complete your Learning Issues related to your group project Deadline: 1) Submit Sections A, B, C of Written Report for formative feedback by 11:59 PM on Monday, Mar 9 March 16 Nutrition advocacy and policy interventions; team work session Prepare for class: 1) Watch Video 5: Nutrition-‐related Policy on course website 2) Read From policy to practice: implementation of physical activity and food policies in schools (Masse, Naiman &Naylor, 2013) 3) Quiz available 9 AM Mar 13 – 11:59 PM Mar 15 4) Complete your Learning Issues related to your group project March 23 Community nutrition in action: menu labeling; team work session Prepare for class: 1) Read Does nutrition information on menus impact food choice? Comparisons across two hospital cafeterias (Vanderlee & Hammond, 2013) 2) Read Mandatory menu labeling in one fast-‐food chain in King County, Washington (Finkelstein, Kiersten, Strombotne, Chan & Krieger, 2011) 3) Quiz available 9 AM Mar 20 – 11:59 PM Mar 22 4) Complete your Learning Issues related to your group project March 30 Last class: team presentations and discussions; course review and synthesis. Deadline: 1) Group presentation (or video) and discussion in class on March 30 April 6 Easter Monday: No class Deadlines: 1) Submit Full Group Written Report by 11:59 PM on Friday, April 10 2) Submit Individual Reflection Paper by 11:59 PM on Friday, April 17 MY HOPES AND EXPECTATIONS FOR STUDENTS IN FNH 473: 1. Attend all classes and small group sessions! If you must miss a class due to illness or emergency, it is your responsibility to obtain notes for that day from a classmate and complete any work you may have missed. 2. Actively participate in the various learning activities – this will greatly enhance your learning and engagement. 3. Use the class slides (posted in Connect before class) as a framework for your own note-‐taking during class. 4. Use the course website as a learning resource and interactive tool. 5. Take advantage of office hour time (Thursdays 1–3 PM, or by appointment) to ask questions, seek clarification, or discuss issues further. You are welcome to come as a group to discuss your project during this time, as well. 6. Connect what you learn in this course to your existing and developing networks of knowledge and skills. Use your pre-‐existing knowledge of nutrition and teamwork to better understand issues presented in class and effectively work in your small group. Moving forward, take knowledge and skills gained from this class to influence real-‐world nutrition behaviours to achieve improved health outcomes for all. 7. Enjoy this learning experience! ACADEMIC INTEGRITY: Academic honesty is a core value of scholarship. Students are reminded of the importance of academic integrity (more information available here: http://bit.ly/16MRoQe) and of the University’s regulations regarding academic misconduct and plagiarism, including disciplinary measures (excerpted below and available here: http://bit.ly/1cbGHJ2 and here: http://bit.ly/18h6VG3) Ignorance of the appropriate standard of academic honesty is no defense to an allegation of Academic Misconduct. Academic Misconduct that is subject to penalty includes, but is not limited to, the following: 1. Plagiarism. Plagiarism occurs where an individual submits or presents the work of another person as his or her own. Scholarship quite properly rests upon examining and referring to the thoughts and writings of others. However, when excerpts are used in paragraphs or essays, the author must be acknowledged in the text, through footnotes, in endnotes, or in other accepted forms of academic citation. Plagiarism extends from where there is no recognition given to the author for phrases, sentences, or ideas of the author incorporated in an essay to where an entire essay is copied from an author, or composed by another person, and presented as original work. Students must ensure that when they seek assistance from a tutor or anyone else that the work they submit is actually their own. Where collaborative work is permitted by the instructor, students must ensure that they comply with the instructor’s requirements for such collaboration. Students are responsible for ensuring that any work submitted does not constitute plagiarism. Students who are in any doubt as to what constitutes plagiarism should consult their instructor before handing in any assignments. 2. Cheating. Cheating includes, but is not limited to: falsifying any material subject to academic evaluation; having in an examination any materials other than those permitted by the examiner; and using unauthorized means to complete an examination (e.g. receiving unauthorized assistance from a fellow student). 3. Submitting the same, or substantially the same, essay, presentation, or assignment more than once (whether the earlier submission was at this or another institution), unless prior approval has been obtained from the instructor(s) to whom the assignment is to be submitted. In other words... Be sure to do your work with honesty and integrity! Appropriately acknowledge the source of information and ideas. (Make sure you make every effort to avoid what could be considered plagiarism!) Discuss course work with classmates and learn from each other as you complete your group project – but complete all quizzes and other individual activities independently.