Syllabus

Schedule

Weekly Dates

Week One: 2/27 – 3/5

Week Two: 3/6 – 3/12

Week Three: 3/13 – 3/19

Week Four: 3/20 – 3/26

Week Five: 3/27 – 4/2

Week Six: 4/3 – 4/9

Week Seven: 4/10 – 4/16

Week Eight: 4/17 – 4/21

 

Major Due Dates

Curriculum Vitae	Week 1 – Tuesday
Healthy Defaults How-To Pamphlet	Week 2 – Tuesday
Key Assessment Draft Outline and Literature Review	Week 3 – Tuesday
Summary Chart	Week 4 – Tuesday
PowerPoint Slide Deck	Week 5 – Tuesday
Blog Post	Week 6 – Tuesday
Two-Part Key Assessment: Seminar Program and Presentation	Week 7 – Tuesday
Reflection Prompt/E-Portfolio	Week 8 – Sunday
Discussion Board	Every Sunday and Tuesday of Week 1 through Week 7. Week 8 posts are due on the last Friday and Sunday of the term.

 

Week One: Community Nutrition

Weekly Learning Outcomes

• Define community nutrition and its role in public health nutrition and prevention of chronic disease
• Describe the nutritional composition of health-promoting diets followed in traditional diets worldwide
• Describe current research on weight loss, reducing risk of chronic disease, and reversing disease using diet

Lectures

• Course Welcome
• Community Nutrition and Public Health
• Traditional Diets Worldwide
• Nutrition Practice and Chronic Disease
• Nutrition Care Process and Model

Readings

• Chapters 1 and 8 of text (Community Nutrition and Public Health & Nutrition During Pregnancy and Infancy)
• Tomayko EJ, Prince RJ, Cronin KA, et al. Healthy Children, Strong Families 2: A randomized controlled trial of a healthy lifestyle intervention for American Indian families designed using community-based approaches. Clin Trials. 2017;14(2):152-161.
• Selection from Dietary Guidelines Advisory Committee Report:
  Part B. Chapter 1 Introduction (this covers their conceptual model for nutrition and health promotion which includes the role of community)
• See course for additional readings

Recommended Resource

• Buettner D. The blue zones: 9 lessons for living longer from the people who’ve lived the longest. National Geographic Books; 2012.

Assignments

Curriculum Vitae Submission

Discussions

Introduce Yourself

 

Week Two: The Food Environment

Weekly Learning Outcomes

• Define the obesogenic food environment
• Describe challenges to healthy eating due to the physical/built environment, economic policy, and cultural norms
• Discuss successful intervention programs designed to circumnavigate the challenges of the food environment

Lectures

• Diet and the Built Environment
• Healthy Defaults
• Food Advertising

Readings

• Chapters 9 and 17 in the text (Nutrition in Childhood and Adolescence & Marketing Nutrition Programs and the Role of Food Industry in Food Choice)
• Cohen DA. Obesity and the built environment: changes in environmental cues cause energy imbalances. Int J Obes (Lond). 2008;32 Suppl 7: S137-142.
• Loewenstein G, Brennan T, Volpp KG. Asymmetric paternalism to improve health behaviors. JAMA. 2007;298(20):2415-2417.
• Anzman-Frasca S, Mueller MP, Sliwa S, et al. Changes in children’s meal orders following healthy menu modifications at a regional U.S. restaurant chain. Obesity (Silver Spring). 2015;23(5):1055-1062.
• See course for additional readings.

Assignments

Design a pamphlet

Discussion

Default food behavior and helping individuals make healthier choices.

 

Week Three: Nutritional Challenges Across Life Stages and Socioeconomic and Racial/Ethnic Groups

Weekly Learning Outcomes

• Describe nutritional challenges across life stages and socioeconomic and racial/ethnic groups in the US
• Describe the prevalence of chronic disease within each group, particularly as it relates to nutrition
• Discuss health disparities by socioeconomic and racial/ethnic subgroups
• Describe best practices and examples of nutrition education and interventions appropriate to population subgroups by age and race/ethnicity

Lectures

• Maternal and Infant Nutrition
• Nutrition for Children and Adolescents
• Nutrition for Adults and Older Adults
• Health Disparities in the United States
• Guest Lecture by Dr. Antonia Demas (Food Studies Institute) for the Food is Elementary Program

Readings

• Writing Measurable Learning Outcomes
• Krueger PM, Reither EN. Mind the gap: race/ethnic and socioeconomic disparities in obesity. Curr Diab Rep. 2015;15(11):95.
• Chapter 10 (Adulthood: Special Health Issues)
• See course for additional readings

Assignments

Key Assessment draft outline and Literature Review

Discussions

A brief presentation on a population of interest.

 

Week Four: Major Behavior Change Theories

Weekly Learning Outcomes

• Identify the major behavior-change theories, including the Ecological Model, Health Belief Model, Social Cognitive Theory, Theory of Planned Behavior, Stages of Change
• Discuss the strength of evidence supporting each theory’s use in the context of nutrition
• Discuss the importance of social support and social networks in facilitating and maintaining dietary behavior change

Lectures

• Behavior Change Theory and the Social Economic Model
• Social Cognitive Theory and the Health Belief Model
• Transtheoretical Model and the Theory of Planned Behavior
• Social Support and Social Contagion Theory

Readings

• Chapter 13 of text (Theories and Models for Health Promotion and Changing Nutrition Behavior)
• Spahn JM, Reeves RS, Keim KS, et al. State of the evidence regarding behavior change theories and strategies in nutrition counseling to facilitate health and food behavior change. J Am Diet Assoc. 2010;110(6):879-891.
• Christakis NA, Fowler JH. Social contagion theory: examining dynamic social networks and human behavior. Stat Med. 2013;32(4):556-577.

Assignments

Summary Chart

Discussion

Select one behavior change theory and discuss its incorporation to your educational seminar.

 

Week Five: Cultural Sensitivity

Weekly Learning Outcomes

• Identify the reasons cultural sensitivity is important in community nutrition
• Describe the role of formative research in preparing to design a community-based nutrition intervention
• Discuss principles of best practices in cultural sensitivity in community nutrition
• Describe examples of behavior-change nutritional interventions that are culturally sensitive and appropriate

Lectures

• Cultural Sensitivity in Nutrition Practice
• Qualitative Data and Formative Research
• Guest Lecture by Emily Piltch, MPH on Working with the Navajo Nation

Readings

• Chapter 5 of text (Cultural Influences and Public Health Nutrition) pg 117-139
• Chapter 12 of text (Principles of Planning Effective Community Nutrition Programs)
• Christiansen K, Gadhoke P, Pardilla M, Gittelsohn J. Work, worksites, and wellbeing among North American Indian women: a qualitative study. Ethn Health. 2017:1-20.
  Di Noia J, Furst G, Park K, Byrd-Bredbenner C. Designing culturally sensitive dietary interventions for African Americans: review and recommendations. Nutr Rev. 2013;71(4):224-238.
• See course for additional readings.

Assignments

PowerPoint Slide Deck due.

Discussion

Discuss health disparities among various demographic groups in the United States and successful behavioral interventions.

 

Week Six: Nutrition Communication

Weekly Learning Outcomes

• Describe theory and practice in the field of nutrition education
• Discuss the confusion consumers currently feel around nutrition messages in the media
• Describe strategies for health professionals to use to help clarify consumer questions and points of confusion
• Discuss principles of effective communication in written format, oral, and via social media for sharing nutrition messages
• Discuss how messages can be tailored to the intended audience to be more effective

Lectures

• Nutrition Education
• Strategies to Promote Evidence-Based Thinking
• Best Practices for Various Communication Platforms
• Guest Lecture on Motivational Interviewing by Kathy Pollard, MS

Readings

• Chapter 16 of text (Principles of Nutrition Education)
• Tobey LN, Manore MM. Social media and nutrition education: the food hero experience. J Nutr Educ Behav. 2014;46(2):128-133.
• Snyder LB. Health communication campaigns and their impact on behavior. J Nutr Educ Behav. 2007;39(2 Suppl): S32-40.
• See course for additional readings.

Assignments

Nutrition blog post

Discussions

Submit a blog post to discussion board.

 

Week Seven: Program Evaluation and Monitoring

Weekly Learning Outcomes

• Define program evaluation and monitoring in nutrition education interventions
• Discuss the value of evaluation and monitoring
• Describe best practices for evaluation and monitoring methodology
• Discuss the ways in which results from evaluation can inform revision of program initiatives

Lectures

• Evaluation vs. Research
• Educational Evaluation
• Tips for Success with the Final Project

Readings

• Hirschman J, Chriqui JF. School food and nutrition policy, monitoring and evaluation in the USA. Public Health Nutr. 2013;16(6):982-988.
• Wang D, Stewart D. The implementation and effectiveness of school-based nutrition promotion programmes using a health-promoting schools approach: a systematic review. Public Health Nutr. 2013;16(6):1082-1100.
• See course for additional readings.

Assignments

Final project due

Discussion

Share your personal experience in creating the seminar.

 

Week Eight: Worksite Wellness

Weekly Learning Outcomes

• Define worksite wellness
• Describe the benefits for employers in promoting healthy diet and lifestyle among employees
• Discuss current research on worksite/corporate wellness programs

Lectures

• Evidence Review of Worksite Wellness Programs
• Career Advice and Farewell

Readings

• Anderson LM, Quinn TA, Glanz K, et al. The effectiveness of worksite nutrition and physical activity interventions for controlling employee overweight and obesity: a systematic review. Am J Prev Med. 2009;37(4):340-357.
• Lowe MR, Tappe KA, Butryn ML, et al. An intervention study targeting energy and nutrient intake in worksite cafeterias. Eat Behav. 2010;11(3):144-151.
• van Dongen JM, Proper KI, van Wier MF, et al. Systematic review on the financial return of worksite health promotion programmes aimed at improving nutrition and/or increasing physical activity. Obes Rev. 2011;12(12):1031-1049.
• See course for additional readings

Assignments

ePortfolio Reflection

Feedback on Final Project

Discussion

How might the seminar translate to a corporate setting?

 

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.