The University of Georgia
Approved Course


  1. COURSE ID: FDNS 4660S/6660S

  2. TITLES

  3. Course Title: Food and Nutrition Education Methods
    Course Computer Title: FDNS Education Methods
  4. COURSE DESCRIPTION (must be 50 words or less)

  5. 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 emphasized.
  6. ADDITIONAL REQUIREMENTS FOR GRADUATE STUDENTS

  7. 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.
  8. GRADING SYSTEM

  9. A-F (Traditional)
  10. CREDIT HOURS AND LECTURE/LAB/DISCUSSION HOURS

  11. FIXED VARIABLE
    Credit Hours 3
    Lecture Hours 3
  12. NON-TRADITIONAL FORMAT(if lecture/lab hours or lecture/discussion hours are fewer than credit hours, please justify)

  13. 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.
  14. REPEAT POLICY

  15. Course cannot be repeated for credit
  16. DUPLICATE CREDIT STATEMENT(do not list quarter course IDs)

  17. The course will not be open to students who have credit in the following courses:
    FDNS 4660, FDNS 4660E
    FDNS 6660, FDNS 6660E
  18. REQUIRED PREREQUISITES

  19. Undergraduate: (FDNS 2100 or FDNS 2100E or FDNS 2100H or FDNS 3000) and (FDNS 3600 and FDNS 3600L)
    Graduate:
  20. PREREQUISITE OR COREQUISITE COURSES

  21. Undergraduate: FDNS 3100 or FDNS 4050/6050 or FDNS 4050E/6050E or FDNS 4510/6510
    Graduate:
  22. COREQUISITE COURSES

  23. PRIMARY DELIVERY MECHANISM (select only one):

  24. Lecture
  25. COURSE WILL BE OFFERED

  26. Every Year - Fall Spring
  27. EFFECTIVE SEMESTER AND YEAR OF CURRENT VERSION OF COURSE

  28. Fall 2016
  29. ADDITIONAL INFORMATION REQUIRED FOR THE SYLLABUS

  30. 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 
    education approaches.
    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 
    education programs.
    5. Design and develop nutrition education programs for 
    selected populations.
    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 
    nutrition education.

    TOPICAL OUTLINE

    1.  The role of leadership in nutrition education.
    2.  Foundations in theory in health promotion and health 
    behavior.
    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
    diverse populations.
    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 
    curriculum)
     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 
    Objectives
        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 
    users.
    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 
    service-learning experience.

    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.