Instructor: Josh Clauser, MA, RD Center for Public Health and Health Policy Community Health Education Specialist

Center for Public Health and Health Policy Office Phone: 860-282-3908 Cell 314-740-0933 Email: clauser@uchc.edu NUSC 3172. NUTRITION TWO Three Credits. Spring 2014 Introduction to Course: Husky Nutrition Two is designed to help students integrate nutrition science and educational theory with a rich, applied, field experience. In this class, students combine empirical information and critical thinking skills gained in lecture, discussion and research assignments with a service learning experience that involves presenting health and nutrition lessons to Hartford, Connecticut, K through 6th-grade students in afterschool programs. Teaching in teams and using structured lesson plans, students acquire basic teaching and classroom management skills, apply nutrition science content and health education methods in a community setting, and increase their cultural competence with the groups served. Many children in the U.S. have little understanding of the relationship between the food they eat and their health. Children also may have limited experience with food preparation: from basic ingredients and food choices to food handling and cooking all skills needed to translate nutrition knowledge into healthful eating. These gaps in knowledge and experience are particularly acute for urban youth living in poverty. Course Learning Objectives: Students who successfully complete this course are able to: 1. Describe the role that nutrition plays in human health and the health of children in the U.S 2. Discuss the social and economic barriers to achieve optimal nutrition in some communities in the U.S. and, in particular, the limited access to healthy food options in urban neighborhoods, such as those served by the students in this class. 3. Develop lesson plans and deliver basic health and nutrition messages to school-aged children in the Hartford community. 4. Teach children simple culinary skills, emphasizing healthy food choices, preparation and cooking. 5. Understand state and federal food security programs; Explain how individuals and families qualify for these benefits. 6. Gain classroom management and leadership skills. 7. Gain cultural competence with groups served by the program. Class Requirements and Grading: Class lecture and learning laboratory are critical to meeting course learning outcomes and to successful performance in the community setting. Class and lab help students understand the weeks assigned reading

and its application to the lesson which they present to school-aged children in at the after-school program site. Successful students demonstrate critical thinking skills that increase in depth and detail as the semester progresses, as measured using the Standards for Critical Thinking (page 8) and the Reflections Grading Rubric (page 9). Students skills evolve in response to class discussion, readings, and reflections on the field experience, and detailed feedback provided by the instructors. Each week, class and lab take place prior to the community experience to ensure that UConn students have mastered the health and nutrition content of the weeks lesson plan and can assess the childrens knowledge acquisition. Assigned Readings and Quizzes 20% of Grade Mastery of content, increasing ability to analyze reading and experiences, and evolution of the students critical thinking skills are measured through brief, in-class, pop quizzes on the readings and learning to compare and contrast information from readings with experiences in the community. By the final paper, students are expected to be able to synthesize different modes of information into a cohesive theoretical framework for understanding what works in health and nutrition education for school-aged children, what practices do not show measureable benefit (yet may be widely employed in the community), and which issues remain unresolved. Assigned readings appear in the Bibliography of Required Reading on page 4. Weebly Class Discussion Blog 40% of Grade Each week during the semester, students have the opportunity to exercise critical thinking skills through their written contributions to discussion on the Weebly blog, and, in so-doing, develop insights that synthesize information from textbook and journal articles with their community experience. Using the standards for critical thinking (see page 8), students post essay responses to discussion questions: the initial post is due by noon on Wednesday of the week assigned, and at least one responsive posting is due by noon on Friday. This responsive posting is very important: here students comment on other students answers by adding additional information to the discussion. For the responsive post, students may either 1) find and cite a relevant news article pertaining to a prior posting, 2) offer an original insight or synthesis drawn from experience and/or readings. Observation and Evaluation of Student Performance at Nutrition Site 20% of Grade Every week students go on site to deliver nutrition and cooking lessons at an afterschool program in the Hartford area. As they explore the links between theory and practice, students become accustomed to appraising their own contributions at the site: noting what is successful and considering ways to improve their performance as health and nutrition educators and increase the effectiveness of lesson delivery. Twice each semester, instructors visit the after school program sites to observe student performance in the classroom and in their other interactions with children and staff at the site. Using the Nutrition Two Observation Form (see page 10), instructors assess students on their ability to: summarize objectives and key points of the lesson, present effective nutrition lessons and messages, be responsive to participants, critique lessons objectively, submit required forms on time, prepare food or pack coolers using proper food handing techniques, and restore the area to its pre-class condition at the end of the site visit. Summaries of previous weeks lessons is an important educational tool; it helps students enhance their skills at solving problems and at delivering effective health and nutrition lessons to children in after school programs. Program staff use information from student summaries and evaluations to modify and improve future lessons. Final Paper 20% of Grade

The Final Paper for Nutrition Two is due Friday December 6, 2013 at 12 noon. Students critically examine a nutrition practice or service relevant to school-aged children in urban areas (or the absence of a needed program), and make recommendations for change. Using observations made during site visit experience, and analyzing the deficiencies in the current approach, students develop a recommendation that she or he believes would address the problem, and explains why. Students should locate at least three journal articles pertaining to the problem area, and describe how these sources support or refute their thesis that the proposed changes would be beneficial. The articles must be peer-reviewed journal articles or reports that relate to the problem area identified. No websites are permitted as sources. (The only exceptions to this rule are: 1) those with .gov as a suffix, 2) the following foundations: Pew Charitable Trust, Robert Wood Johnson Foundation, Commonwealth Fund, Kaiser Family Foundation, or Kellogg Foundation, or 3) additional foundations, articles, websites or books if approved by the instructor in advance by email.) Papers that do not follow reference guidelines are not graded. If you have a question about a source, email the instructor directly. The paper is 3-5 pages long, double-spaced, with 12-point font, and 1 margins. Examples of journals where these types of articles are published include, but are not limited to: American Journal of Clinical Nutrition American Journal of Public Health Journal of Nutrition Education and Behavior BMC Public Health Nutrition Public Health Nutrition Journal of Nutrition Education and Behavior Journal of Nutrition Childhood Obesity Journal of Behavioral Nutrition and Physical Activity Journal of the American Dietetic Association

Grading A Visual Summary: Requirement Assigned Readings and Quizzes Weebly Class Discussion/Reflection Blog Points / Assignment 5 points/quiz 4 pop quizzes/semester 2 points per blog post 2 points per response minimum of 10 posts/semester Portion of Grade 20% 40%

Observation and Evaluation of Student Performance @ Nutrition Site Final Paper

20 points/evaluation 20 points

20% 20%

This class follows the standard UConn system for assigning grades: 93-100 A 90-92 A87-89 B+ 83-86 B 80-82 B77-79 C+ 73-76 C 70-72 C67-69 D+ 63-66 D 60-62 D<60 Fail

Site Visit Contact Report Sheet and Site Visit Evaluation Form Each week, every group (each section of this course comprises a group) is required to fill out two forms: the Contact Report Sheet and the Site Visit Evaluation Form. The Contact Report Sheet is necessary for continued grant support for this class, and it is imperative that the information is correct. The other form, the Site Visit Evaluation Form, helps program staff assess how the lesson plans and site visits are working in practice. Program staff encourage students to be candid, thorough and thoughtful in their observations --these help shape a more effective Nutrition Two experience.

Enthusiasm, Active Participation and Punctuality In this course, students play a significant role in bringing nutrition education to the Hartford area community to improve childrens health. This important role makes active participation, an enthusiastic attitude, active participation at the site, and punctuality (especially prompt departures from UConn and on-time arrivals at the sites) important to the success of the program. Nutrition Two staff evaluate student participation at the site and provide students with feedback. Continued good relations with site staff members and the ability to participate with these community sites, depend on students continued commitment to the work done there and to respect for and staff, children and families involved with these sites.

Nutrition Two Calendar

Week of Week 1 January 22 Week 2 January 29 Week 3 February 5 Week 4 February 12 Week 5 February 19 Week 6 February 26 Week 7 March 5 Week 8 March 12 Week 9 March 19 Week 10 March 26 Week 11 April 2 Week 12 April 9 Week 13 April 16 Week 14 April 23 Week 15 April 30

Topic ORIENTATION Student Introductions and Community Outreach training ORIENTATION Travel to EH office; potential site visit 1st On-site training; Health and nutrition lesson: Food safety 2nd On-site training, Health and nutrition lesson: My plate 3rd On-site training; Health and nutrition lesson: Planning a healthy meal 4th On-site training; Health and nutrition lesson: Vegetables and protein 5th On-site training; Health and nutrition lesson: Dairy and calcium 6 On-site training; Health and nutrition lesson: Spring Break 1st On-site training; Health and nutrition lesson: Food safety 2nd On-site training, Health and nutrition lesson: My plate 3rd On-site training; Health and nutrition lesson: Planning a healthy meal 4th On-site training; Health and nutrition lesson: Vegetables and protein 5th On-site training; Health and nutrition lesson: Dairy and calcium th 6 On-site training; Health and nutrition lesson:
th

Assignments

- Blog

- Blog - Print and read lesson plan and supporting documents - Blog - Journal article 1 - Print and read lesson plan and supporting documents - Blog - Print and read lesson plan and supporting documents - Blog - Journal article 2 - Print and read lesson plan and supporting documents - Blog - Print and read lesson plan and supporting documents - Blog -Journal article 3 - Print and read lesson plan and supporting documents - Blog Spring Break - Research topic for term paper - Print and read lesson plan and supporting documents - Blog - Print and read lesson plan and supporting documents - Blog Journal article 4 - Print and read lesson plan and supporting documents- Blog - Print and read lesson plan and supporting documents- Blog - Print and read lesson plan and supporting documents- Blog - Submit Term Paper by Friday, May 2 at 12 noon - Print and read lesson plan and supporting documents- Blog

EXAMPLE of the Observation Form used by faculty to evaluate student performance: 5

Nutrition Two Observation Form

Students name: ________________________________________________________________________

Date: _________________________________ Observer: _______________________________________

Site: __________________________________

Criteria Engagement with students (1 point) Active participation in delivering the lesson (1 point) Knowledge of the nutrition message for each week (1 point) Conveying a positive attitude (1 point) Assisting with loading and unloading of materials for the site and helping with setup (1 point) TOTAL

Maximum number of Points

Comments:

HUSKY NUTRITION WEEKLY EVALUATION FORM

Student name: Date of lesson: LESSON EVALUATION

Name of Site: Total Participants:

Please answer the following questions about todays lesson to help us improve the program delivery. To receive full credit, thoughtful answers must be provided for each item.

What books/activities did students do with the children? What theme were the books/activities?

Describe how each of the books/activities was received. What parts kept the childrens interest? What parts lost their interest?

What parts of the book/activity did students emphasize with the children?

Were the books/activities at the appropriate level for the children? Please comment on what aspects of the books/activities appeared to be too complicated for the children, or what parts were too simple.

What 2 changes would students recommend to improve this lesson?

Was the site prepared for students when students arrived? Did students have all the supplies students needed for the Nutrition Two visit? If not, what supplies were students missing? If not, how did students manage the situation?

(lesson evaluation continued next page)

NUTRITION TWO WEEKLY EVALUATION FORM (Page 2)

Student name: __________________________

Lesson Evaluation (continued)

Did students face any challenges at the site? (ie: classroom management issues, conflicts, not enough materials for the lesson, more children than expected). If yes, how did students manage the challenge(s) students experienced?

What additional information or training will help future Nutrition Two students carry out this lesson with children?

Please describe the role that students and each group member played on site and share any concerns that students may have about the site or the group.

Please reflect on experiences at site in one to two paragraphs. Reflection should include what was observed today at the site that students find interesting, surprised students, or caused students concern?

HUSKY PROGRAMS CONTACT FORM

Submitted by: Name of site: Date of lesson: Other students in group: Circle one: Reads Nutrition Byte Health Fair Market Other Topic/Theme of lesson:

Direct Contacts (participate in lesson)

Class room # or name:

Length of lesson (minutes): <10 10-20 21-30 31-45 46-60 other: ___
Female Male Total by age (admin use)

Age Less than 5 yrs 5-17 years old 18-59 years old 60 years or older Total by sex (admin use)

Class room # or name:

Length of lesson (minutes): <10 10-20 21-30 31-45 46-60 other: ___
Female Male Total by age (admin use)

Age Less than 5 yrs 5-17 years old 18-59 years old 60 years or older Total by sex (admin use)

Class room # or name:

Length of lesson (minutes): <10 10-20 21-30 31-45 46-60 other: ___
Female Male Total by age (admin use)

Age Less than 5 yrs 5-17 years old 18-59 years old 60 years or older Total by sex (admin use)

Indirect Contacts (ie: someone who sees a display board but doesnt stop)
All locations at site (all ages/sex) Total Count