The University of Georgia
COURSE ID: FDNS 4660S/6660S
Course Title: Food and Nutrition Education Methods
Course Computer Title: FDNS Education Methods
Philosophy, principles, methods, and materials involved in
nutrition education. Application of nutrition knowledge and
skills in the development, delivery, and evaluation of nutrition
education curriculum and programs in schools and communities is
COURSE DESCRIPTION (must be 50 words or less)
Graduate students will have tests with additional questions and
will prepare a research paper reviewing successful nutrition
education programs for a specific target audience (e.g., low-
income, families, pregnant women, children, older adults, or
athletes) and present a seminar based on the research paper.
ADDITIONAL REQUIREMENTS FOR GRADUATE STUDENTS
CREDIT HOURS AND LECTURE/LAB/DISCUSSION HOURS
Course includes a service-learning project during the semester
that either employs skills or knowledge learned in the course or
teaches new skills or knowledge related to course objectives.
Student engagement in the service-learning component will be up
to 25% of overall instruction time.
NON-TRADITIONAL FORMAT(if lecture/lab hours or lecture/discussion hours are fewer than credit hours, please justify)
Course cannot be repeated for credit
The course will not be open to students who have credit in the following courses:
DUPLICATE CREDIT STATEMENT(do not list quarter course IDs)
FDNS 4660, FDNS 4660E
FDNS 6660, FDNS 6660E
Undergraduate: (FDNS 2100 or FDNS 2100E or FDNS 2100H or FDNS 3000) and (FDNS 3600 and FDNS 3600L)
PREREQUISITE OR COREQUISITE COURSES
Undergraduate: FDNS 3100 or FDNS 4050/6050 or FDNS 4050E/6050E or FDNS 4510/6510
PRIMARY DELIVERY MECHANISM (select only one):
COURSE WILL BE OFFERED
EFFECTIVE SEMESTER AND YEAR OF CURRENT VERSION OF COURSE
ADDITIONAL INFORMATION REQUIRED FOR THE SYLLABUS
COURSE OBJECTIVES OR EXPECTED LEARNING OUTCOMES
1. Understand the leadership role of the nutrition educator.
2. Utilize the principles of health promotion and health
behavior theory in the selection and design of nutrition
3. Apply learning theory in the selection and design of
nutrition education programs.
4. Utilize criteria to evaluate teaching resources available
from a variety of sources, including government agencies,
commercial publishers, the internet, etc., for use in nutrition
5. Design and develop nutrition education programs for
6. Design, select, and adapt nutrition education programs to
meet the needs of diverse populations, including culture, age,
ethnicity, gender, and social class.
7. Utilize appropriate strategies and technology in delivering
nutrition education concepts, including food demonstration.
8. Understand the role of needs assessment, process evaluation,
and outcome evaluation in assessing nutrition education programs.
9. Be involved in service-learning experiences in a variety of
settings and complete a reflection component analyzing how the
experiences contributed to the overall understanding of
1. The role of leadership in nutrition education.
2. Foundations in theory in health promotion and health
3. Learning theories and applications.
4. Nutrition education in clinical and community setting.
5. Designing and implementing nutrition education programs using
a variety of materials and media.
6. Learning for special audiences.
7. Adapting nutrition education program to meet the needs of
8. Evaluating nutrition programs and materials.
9. Conduct target audience needs assessment. Each student is
required to conduct a needs assessment for a chosen target
audience. Students submit a focus group/interview report.
Including each of the following components:
I. Description of focus group/interview participants (3 or more
participants) (e.g., gender, age, relevant information for
II. Results or findings
III. Summary of themes (Main points that arise from the answers
to focus group/interview questions. Use quotes from participants
and show commonalities between answers) Recommendations for
Curriculum Design (How will you use this information to create a
nutrition curriculum for your target audience?)
IV. Appendix-Questions asked of participants
Develop and implement a nutrition curriculum in a community
setting. Students are required to develop a nutrition curriculum
to address the health and nutrition issues of a chosen target
audience. Students work on curriculum components throughout the
semester and are required to give an individual presentation
describing how they have addressed nutrition issues through
curriculum development. The components of the project include:
I. Philosophy of Teaching
II. Literature Review
a.Nutrition/Health Issues of Target Audience – this is the
rationale for your curriculum
b. Review of other programs that have been used with this
audience or similar audiences
III. Needs Assessment for Your Specific Audience
a. Target Audience Description including your observations
b. Results from focus groups/interviews
IV. Behavioral Theory for Curriculum
a. Justify why chosen theory
b. Create a theoretical model for your curriculum
V. Learning Goals and Objectives for Your Curriculum
a. Clearly state educational goals and objectives for
curriculum. Goals and objectives are based on needs assessment
and theoretical model and should incorporate at least one
objective for each level of Fink’s taxonomy.
VI. Learning Strategies and Activities Based on Goals and
a. Develop curriculum plan to address each objective.
b. For curriculum, fully develop at least four lesson plans.
VII. Social Media Component for your curriculum
Clearly describe the content and platform for a Social Media
Component for curriculum and explain the role of target audience
in using the social media component AND how to manage/respond to
VIII. Evaluation Design
Create a Logic Model for your curriculum, including inputs,
activities, process measures, as well as initial, intermediate,
and longer term outcomes.
IX. Develop a project budget.
X. Describe how curriculum reflects teaching philosophy.
Students will complete a reflection component on their
UNIVERSITY HONOR CODE AND ACADEMIC HONESTY POLICY
| ||UGA Student Honor Code: "I will be academically honest in all of my academic work and will not tolerate academic dishonesty of others." A Culture of Honesty, the University's policy and procedures for handling cases of suspected dishonesty, can be found at www.uga.edu/ovpi. Every course syllabus should include the instructor's expectations related to academic integrity.|