Syllabus

Schedule

Weekly Schedule:

Week One: 8/29 – 9/4

Week Two: 9/5 – 9/11

Week Three: 9/12 – 9/18

Week Four:  9/19 – 9/25

Week Five: 9/26 – 10/2

Week Six: 10/3 – 10/9

Week Seven: 10/10 – 10/16

Week Eight: 10/17 – 10/21

 Major Due Dates

AMA Quiz	Tues., 9/4
Checkpoint Assignment 1	Tues., 9/4
Checkpoint Assignment 2	Tues., 9/11
Checkpoint Assignment 3	Tues., 9/18
Key Assessment, Part One: Position Paper	Tues., 9/25
Checkpoint Assignment 4	Tues., 10/2
Checkpoint Assignment 5	Tues., 10/9
Key Assessment, Part Two: Blog Post	Tues., 10/16
Checkpoint Assignment 6	Sun., 10/21
Discussion Board Prompts	Every Sunday and Tuesday

 

Please note: Modules 1 and 8 will only open after the course surveys have been completed.

Week One: 

Weekly Learning Outcomes

Students will be able to:

• Discuss the relationship between food and society
• Discuss how individual and group identity shapes food choice
• Relate how identity influences their own food choices
• Relate personal identity and food choice to that of their classmates
• Navigate the UNE library databases
• Apply AMA referencing style

Lectures

Lecture 1: Food and Society

Video Tutorial: How to Find Articles in the Library Databases

Required Readings

• Chapters 1 and 2 in course text
• AMA Quick Guide
• How to Evaluate Journal Articles
• Research Glossary
• Banas K, Cruwys T, de Wit J, Johnston M, Haslam A. When group members go against the grain: An ironic interactive effect of group identification and normative content on healthy eating. Appetite. 2016;105:344-355. 
• Cruwys T, Bevelander K, Hermans R. Social modeling of eating: A review of when and why social influence affects food intake and choice. Appetite. 2015;86:3-18.
• Leroy F, Praer I. Meat traditions. The co-evolution of humans and meat. Appetite. 2015;90:200-211.

Recommended Readings

• Stok F, de Vet E, de Ridder D, de Wit J. The potential of social norms to shape food intake in adolescents and young adults: a systematic review of effects and moderators.  Health Psych Rev. 2016; ePub ahead of print.
• Thompson C, Cummins S, Brown T, Kyle R. What does it mean to be a ‘picky eater’? A qualitative study of food related identities and practices. Appetite. 2015;84:225-229.
• Plastow N, Atwal A, Gilhooly M. Food activities and identity maintenance in old age: a systematic review and meta-synthesis. Aging & Ment Health. 2014;19:667-678.
• Other readings as assigned

Recommended Videos

• In Defense of Food

Assignments

Checkpoint Assignment 1: Food and Your Identity Reflection

Discussions

Introduce Yourself! Please share information about yourself with your classmates.

 

Week Two:

Weekly Learning Outcomes:

Students will be able to:

• Identify invisible labor in food production and food entertainment
• Discuss the dichotomy between the increase in food television and a decrease in cooking at home
• Identify key points in nutrition-related Web content
• Review and assess scholarly literature

Lectures:

• Lecture 2.1  Scholarly Reviews
• Lecture 2.2  Unseen Food Service and Food Advertising

Supplemental:

• How to Review Scholarly Work

Required Readings

• Chapter 3 in course text
• A Brief Guide to AMA Style
• AMA Quick Guide
• McBride A. Food Porn. Gastronomica. 2010;10:38-46.
• Maughan C, Chambris E, Godwin S. Food safety behaviors observed in celebrity chefs across a variety of programs. J. Public Health. 2016; 38 (3).
• Spence C, Okajima K, Cheok A, Petit O, Michel C. Eating with our eyes: From visual hunger to digital satiation. Brain and Cogn. 2015; online only.
• Popkins, B. Preventing type 2 diabetes: changing the food industry. Best Practice and Research Clinical Endocrinology and Metabolism. 2016; 30 (3) : 373-383. 

Recommended Readings

• Pope L, Latimer L, Wansink B. Viewers vs. Doesrs. The relationship between watching food television and BMI.  Appetite. 2015;90:131-135.
• Ketchum C. The essense of cooking shows: how the food network constructs consumer fantasies. 2005;29:217-234.
• Clifford D, ANderson J, Auld G, Champ J. Good grubbin’: Impact of a TV cooking show for college students living off campus. J Nutr Educ Behav. 2009;41:194-200.
• Romm C. What ‘Food Porn’ Does to the Brain. The Atlantic. April 20, 2015: http://www.theatlantic.com/health/archive/2015/04/what-food-porn-does-to-the-brain/390849/
• Other readings as assigned

For Checkpoint Assignment

• Rimini S, Petracci M, Smith D. The use of thyme and orange essential oils blend to improve quality traits of marinated chicken meat. Poul Sci Assoc. 2013;93:2096-2102.
• Rehm C, Penalvo J, Afshin A, Mozzaffartan D. Dietary intake among US adults, 1999-2012. Amer Med Assoc. 2016;315:2542-2553.
• Setiloane K. Beyond the melting pot and salad bowl views of cultural diversity: advancing cultural diversity education of nutrition educators. J Nutr Educ Behav. 2016; ePub ahead of print.

Assignments

Checkpoint Assignment 2: Reading and Interpreting Scholarly Articles

Discussions

Find the website for a popular chain restaurant (Chili’s, Applebees, Red Lobster, Ruby Tuesday, etc.) Take a close look at the site.  Share the link in this discussion post and answer the required questions.

Choose a provocative blog post or article from Marion Nestle’s Twitter feed and summarize the key points. Then state whether or not you agree with those points.

Please also email the instructor your topic for the position paper.

 

Week Three:

Weekly Learning Outcomes

Students will be able to:

• Describe the relationship between nutrition and health
• Provide examples of how dietary restrictions impact the lives of people who must follow them
• Discuss how SNAP funding impacts food choices
• Assess the limitation of SNAP funding
• Describe potential solutions for combating food insecurity

Lectures

• Lecture 3: Nutrition and Health
• Lecture 4: Food Security

Required Readings

• Chapters 4 and 8 in course text
• How to Write a Position Paper
• How to Write a Position Paper which Argues a Claim
• The Elements of Argument
• Research Glossary
• SNAP guidelines for recipients 
• Reilly N. The gluten-free diet: recognizing fact, fiction, and fad. J Pediatr. 2016;22:1-5.
• Buck-McFadyen E. Rural food insecurity: when cooking skills, home grown food, and perseverance aren’t enough to feed a family. Can J Pub Health. 2015;106:e140-e146.
• Hartmann C, Dohle S, Siegrist M. Importance of cooking skills for balanced food choices. Appetite. 2013;66:125-131.
• Nguyen B, Shuval K, Bertmann F, Yaroch A. The supplemental nutrition assistance program, food insecurity, dietary quality and obesity among us adults.  Am J Pub Health. 2015;105:1463-1470.
• Leung C, Rimm E. Misinterpretation of SNAP participation, diet and weight in low-income adults. Am J Pub Health. 2015;105:e1.

Recommended

• Sadler R, Gilliland J, Arku G. A food retail based intervention on food security and consumption. Int J Environ Res Pub Health. 2013;10:3325-3346.
• Asian Development Bank. Gender equality and food security-women’s empowerment as a tool against hunger. Mandaluyong City, Philippines: Asian Development Bank, 2013.
• Rural Women, Food Security, and Agricultural Cooperatives. Japan Agricoops Management Training Project for Asia. 2003. 

Assignments

Checkpoint Assignment 3: Choose a Dietary Restriction

Discussions

After reviewing the guidelines for SNAP funding please identify what a family of three on a poverty line income would get from SNAP.  Then think about how you would feed yourself or your family if SNAP benefits were your only food budget.

 

Week Four:

Weekly Learning Outcomes

Students will be able to:

• Formulate a position on a nutrition-related topic and support it with credible sources

Lectures

No lectures this week.  Please use this time to finesse and complete your position paper.

Optional Videos

• Experiment Shows Portion Control Is Key to Healthy Eating
• Nutrition and Portion Sizes 
• Mindless Eating
• Brian Wansink’s Mindless Eating: Why We Eat More Than We Think

Required Readings

The only required readings are those needed for your weekly discussion post.

Recommended

• Wansink B, van Ittersum K. Portion size me: downsizing our consumption norms. J Amer Diet Assoc. 2007;107:1103-1106.
• Wansink B, van Ittersum K. Portion size me: plate-size induced consumption norms and win-win solutions for reducing food intake and waste. J Exper Psychol. 2014;19:320-332.
• Bad popcorn in big buckets: portion size can influence intake as much as taste. J Nutr Educ Behav. 2005;37:242-245.

Assignments

Key Assessment 1 Position Paper Due

Discussions

Hot Topic Discussion: In the weekly announcements a hot topic will be provided.  You will investigate the topic and form an opinion backed by credible sources and describe why you took that position.

 

Week Five:

Weekly Learning Outcomes

Students will be able to:

• Describe how food business impacts consumer choices
• Discuss the features of the 2015 federal nutrition guidelines
  • Identify individual views on the health promoting aspect of the nutritional guidelines
  • Formulate a position supported with scientific evidence to  support their views of the 2015 guidelines
• Apply Web-writing best practices
• Translate discipline-specific information for a general audience

Lectures

• Lecture 5: Corporate Influence and Consumer Choice

Required Readings

• Chapter 5 in course text
• Anderson C, Campbell W. 2015 dietary guidelines advisory committee report: a call for bold action to create a culture of health. Nutr Today. 2015;50:172-173
• U.S. Department of Health and Human Services and U.S. Department of Agriculture. 2015-2020 Dietary Guidelines for Americans. 8th Edition. December 2015. Available at http://health.gov/dietaryguidelines/2015/guidelines
• Bernhardt A, Wilking C, Adachi-Mejia A, et al. How television fast food marketing at children compares with adult advertisements: e72279. PLOS One. 2013; 8:e72479
• Annselmesson J, Bondesson N, Johansson U. Brand image and customers’ willingness to pay a price premium for food brands. J Prod & Brand Manage. 2014;23:90-102.
• Cairns K. Feeding the ‘organic child’: Mothering through ethical consumption. J Cons Cult. 2013;13:97-118.

Recommended

• Kumar M. An empirical study on consumer behaviour of children on fast food. Int J Manage Res Rev. 2015;5:613-621.
• Easterbrook M, Wright M, Dittmar H, Banerjee R. Consumer culture ideals, extrinsic motivators and well being in children. Euro J Soc Psychol. 2014;44:349-359.

Recommended Videos

• Documentary: Fed Up!

Assignments

Checkpoint Assignment 4: Practicing Your Web Writing Skills

Discussions

Clashing Views Discussion: Read the article about the 2015 dietary guidelines.  Do you think the guidelines are adequate to promote health? Why or why not?  You should find a credible source to support your opinion.  Please respond to at least one other post.

 

Week Six:

Weekly Learning Outcomes

Students will be able to:

• Describe the food production system that supplies large food retailers
• Discuss the difference between “cheap” foods and whole foods
• Analyze the impact of food industrialization

Lectures

Lecture 6: Industrialization: Is It the Monster People Think It Is?

Required Readings

• Chapter 6 in course text
• Robinson L, Schmid A, Barry P. The role of social capitalism in the industrialization of the food system. Agri Res Econom Rev. 2002;31:15-22.
• Schipmann C, Qaim M. Modern food retailers and traditional markets in developing countries: comparing quality, prices, and competition strategies in thailand. App Eco Persp Policy. 2011;33:345-362.

Recommended

• Spiertz H. Agricultural sciences in transition from 1800 to 2020. Exploring knowledge and creating impact. Europ J Agric. 2014;59:96-106.
• Lobao L, Meyer K. The great agricultural transition: crisis, change, and social consequences of twentieth century US farming. Annu Rev Social. 2001;27:103-24.

Assignments

Checkpoint Assignment 5: The Fruits of Globalization Reflection

Discussions

1. Post picture of prepared meal
2. Refined vs. Whole Foods Discussion: Read the selected article and discuss your views on refined vs whole foods.  

 

Week Seven:

Weekly Learning Outcomes

Students will be able to:

• Identify how developed nations import foods grown in developing nations
• Discuss how global food distribution has changed over time
• Apply information from academic literature to support a position on a controversial nutrition topic

Lectures

• Lecture 7: Globalization of Food

Required Readings

• Chapter 7 in course text
• Copyright Policy from the University of New England
• Writing for the Web
• Delgado C. Rising consumption of meat and milk in developing countries has created a new food revolution.  J Nutr. 2003;3:3907-3910.
• Johnston J, Fanzo J, Cogill B. Understanding sustainable diets: a descriptive analysis of determinants and processes that influence diets and their impact on health, food security, and environmental sustainability. ASN. 2014;5:418-429.
• Jongwanich J. The impact of food safety standards on processed food exports from developing countries.  Food Policy. 2009;34:447-457.

Recommended

• Isiksal A, Chimezie O. Impact of industrialization in Nigeria. Europ Sci J. 2016;12:328-339.
• Monteiro C, Moubarac J, Cannon G, Ng S, Popkin B. Ultra-processed products are becoming dominant in the global food system. Obes Rev. 2013;14:21-28
• Borlaug N. Wheat breeding and its impact on world food supply. Australian Academy of Science. 1968.

Required Videos

• Documentary: Food Choices
• Skills Building: Choosing the Best Images for Nutrition Education Practice and Research

 

Assignments

Key Assessment 2 Blog Post Due

Discussions

Clashing Views Discussion: Each of you will be organized into groups of two and will be given, by the instructor, a controversial topic in nutrition.  

 

Week Eight:

Weekly Learning Outcomes

Students will be able to:

• Evaluate the course content as a whole
• Discuss how food impacts social change
• Analyze the future of the food industry

Lectures

• Lecture 8: Changing Society Through Food Movements

Required Readings

• Chapter 9 in course text
• Veil S, Reno J, Freihaut R, Jordan O. Online activists vs Kraft foods: a case of social media hijacking. Pub Relat Rev. 2015;41:103-108.
• Feagan R, Morris D. Consumer quest for embeddedness: a case study of the Brantford Farmer’s Market. Int J Consum Stud. 2009;33:236-243.
• Bedi H. Right to food, right to mine? Competing human rights claims in Bangladesh. Geoforum. 2015;59:248-257.
• Huss E, Kaufman R, Sibony A. Children’s drawings and social change: food insecurity and hunger among Israeli Bedouin children. B J Soc Work. 2014:44;1857-1878.
• Gray L, Guzman P, Glown K, Drevno A. Can home gardens scale up into movements for social change? The role of home gardens in providing food security and community change in San Jose, California.  Local Environment. 2014;19:187-208.

Assignments

Checkpoint Assignment 6: Course Reflection and Portfolio Piece

Discussions

Think about how you want to make a contribution to the field of applied nutrition.  What topics in the course inspired you? Where do you feel you could make a meaningful intervention?

Student Resources

Online Student Support

Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.

Questions? Visit the Student Support Applied Nutrition page

UNE Libraries:

• Library Access for all students:  Your library login ID and password are the same as the ones you use to log into Blackboard/Brightspace.
• Applied Nutrition Database
• Library Tutorial: Find an article
• Library Questions: Ask a librarian or phone library staff at (207) 602-2361 or (207) 221-4330.

UNE Student Academic Success Center

The Student Academic Success Center (SASC) offers a range of services to support your academic achievement, including tutoring, writing support, test prep and studying strategies, learning style consultations, and many online resources. To make an appointment for tutoring, writing support, or a learning specialist consultation, go to une.tutortrac.com. To access our online resources, including links, guides, and video tutorials, please visit:

• UNE Student Academic Success Center

Information Technology Services (ITS)

• ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673

Accommodations

Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.

Policies

AMA Writing Style Statement

In keeping with the requirements of the Journal of the Academy of Nutrition and Dietetics and the Journal of Nutrition Education and Behavior, the American Medical Association (AMA) Manual of Style, 11th edition is the required writing format for this course and is available at both UNE libraries under the title "AMA Manual." Additional support for academic writing and AMA format is provided throughout the coursework as well as at the UNE Portal for Online Students.

Online resources: AMA Style Guide

Turnitin Originality Check and Plagiarism Detection Tool

The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.

Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in AMA citation and academic writing.

You can learn more about Turnitin in the Turnitin Student quick start guide.

Technology Requirements

Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements

Course Evaluation Policy

Course surveys are one of the most important tools that University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.

Attendance Policy

Online students are required to submit a graded assignment/discussion prior to Sunday evening at 11:59 pm ET of the first week of the term. If a student does not submit a posting to the graded assignment/discussion prior to Sunday evening at 11:59 pm ET, the student will be automatically dropped from the course for non-participation. Review the full attendance policy.

Late Policy

Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.

Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.

Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.

Student Handbook Online - Policies and Procedures

The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.

UNE Online Student Handbook

UNE Course Withdrawal

Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.

Academic Integrity

The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.

Academic dishonesty includes, but is not limited to the following:

1. Cheating, copying, or the offering or receiving of unauthorized assistance or information.
2. Fabrication or falsification of data, results, or sources for papers or reports.
3. Action which destroys or alters the work of another student.
4. Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
5. Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.

Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations.  Appeal of a decision may be made to the Dean whose decision will be final.  Student appeals will take place through the grievance process outlined in the student handbook.