Syllabus

Schedule

Weekly Schedule:

Week One: 5/1 – 5/7

Week Two: 5/8 – 5/14

Week Three: 5/15 – 5/21

Week Four: 5/22 – 5/28

Week Five: 5/29 – 6/4

Week Six: 5/5 – 5/11

Week Seven: 6/12 – 6/18

Week Eight: 6/19 – 6/23

Major Due Dates

• RefWorks Assignment – Week 1 – Tuesday 5/7
• AMA Quiz Assignment – Week 1 – Tuesday 5/7
• Checkpoint Assignment 1 – Week 1 – Tuesday 5/7
• Checkpoint Assignment 2 – Week 2 – Tuesday 5/14
• Checkpoint Assignment 3 – Week 3 – Tuesday 5/21
• Key Assessment, Part One: Position Paper – Week 4 – Tuesday 5/28
• Checkpoint Assignment 4 – Week 5 – Tuesday 6/4
• Checkpoint Assignment 5 – Week 6 – Tuesday 6/11
• Key Assessment, Part Two: Blog Post – Week 7 – Tuesday 6/18
• Checkpoint Assignment 6 – Week 8 – Sunday 6/23
• Discussion Board Posts and Responses – Every Sunday and Tuesday (except week 8)

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

See course for supplemental video.

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.

See course for supplemental readings.

Assignments

• RefWorks Assignment
• AMA Quiz Assignment
• Checkpoint Assignment 1: Food and Your Identity Reflection

Discussion

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

See course for supplemental material.

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.

See course for supplemental readings.

Readings For Checkpoint Assignment

• Factors Influencing Efficacy of Nutrition Education Interventions: A Systematic Review
• Position of the Academy of Nutrition and Dietetics: Child and Adolescent Federally Funded Nutrition Assistance Programs

Assignments

Checkpoint Assignment 2: Reading and Interpreting Scholarly Articles

Discussions

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

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.

See course for supplemental readings.

Assignments

Checkpoint Assignment 3: Choose a Dietary Restriction

Discussion

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.

See course for supplemental videos.

Required Readings

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

See course for supplemental readings.

Assignments

Key Assessment 1 Position Paper Due

Discussion

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

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.

See course for supplemental readings and videos.

Assignments

Checkpoint Assignment 4: Practicing Your Web Writing Skills

Discussion

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

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.

See course for supplemental readings.

Assignments

Checkpoint Assignment 5: The Fruits of Globalization Reflection

Discussion

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

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.

See course for supplemental readings.

Required Videos

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

Assignments

Key Assessment 2 Blog Post Due

Discussion

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

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

Discussion

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.