American University College of Arts and Sciences School of Education, Teaching, and Health

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1 American University College of Arts and Sciences School of Education, Teaching, and Health HFIT 205 EO1L - Current Concepts in Nutrition Summer Session I May 13-June 27 Instructor: Nan B. Smith, BS, MA, MS, Ed. D. nsmith@american.edu nan.smith@holton-arms.edu (Use both s until June 13) Instructional Goals This three credit course is part of the General Education program. It is designed to provide students with opportunities to understand the science of human nutrition and the role it plays in individual and group health. Access to healthy food is a basic human right that most of us take for granted. We make our day to day food choices with varying degree of thought, depending on setting, hunger, time, and money. Increasingly, however, we are bombarded with conflicting information and recommendations about what we should be eating. Economic, political, and sociocultural issues surrounding food safety, availability, and accessibility are hotly debated in the media, and our personal choices about food are often subject to scrutiny and sometimes criticism by friends and family. Our goals for this course will be to foster critical thinking about these controversies, engage in informed discussion about the science behind healthful nutrition, and constructively assess the validity of our personal choices about food and the role it plays in our individual lifestyles. We will seek to accomplish these goals through selected readings, scholarly research, and web-based activities that generate electronic collaborations and online discussions. Electronic Collaborations and Discussions: Organization: This course meets online in a Monday morning to Sunday midnight format. Expected learning activities and outcomes are posted at the beginning of the week.

2 As a general rule, assignments for each module are not expected to be completed until the end of the week in which they are assigned: that is, Sunday at midnight. However, there are exceptions where a Peer Review or reply to an electronic discussion is required. Don t make any general assumptions about due dates. Although every effort will be made to follow the course outline and maintain consistency throughout the course, it is the student s responsibility to check Blackboard daily for updates and unavoidable changes to the schedule. Course content is divided into three learning modules: o The Science of Nutrition (Weeks 1 and 2) o Nutrition and Health (Weeks 3 and 4) o Conflicts and Controversies (Weeks 5 and 6). o Week 7 Wrap up presentations and review These modules are developmental, and in most cases, the activities build one upon the other in terms of content to be mastered and concepts to be formed. Thus it is imperative that students follow the sequence in which the activities are presented each week. Start by looking at the overview and learning objectives for the week, and then simply move from one bullet to the next. Don t try to go on to Week 2 until you have finished the work for Week 1. However, if an unexpected emergency or illness prevents you from completing work in a given week, contact me directly to determine how best to proceed. Mark that as urgent and be sure to send it to both s at the top of this syllabus. Collaboration Using Blackboard Tools: Students are expected to familiarize themselves with the Blackboard tools that facilitate online communication, collaboration, and discussion. Each of them adds a different dimension to the

3 learning experience. Participation in Blogs, Discussion Boards, and Wikis is critical to attaining course goals and learning objectives. Blogs are useful for entering short, eloquent responses to a particular question or adding a pithy thought to a group discussion. We will use the Blog tool in conjunction with our discussion of the Dietary Guidelines during the first week of class. Blogs may need to be supported by at least one source that corroborates your opinion. You can access the Blog tool either from the lesson itself or from Tools in the Course Menu. Discussion Boards allow students to share information or give an informed opinion they have formed on a topic, issue, or controversy. They can be as simple as the one you ll use for introducing yourself during Week 1, or they can be used to debate controversial issues. You ll use a Discussion Board during the final weeks of the course when we tackle some of the broader issues and controversies. Boards are open for the rest of the class to read and review, and usually require students to respond to one or more of their colleagues posts. They are a means of encouraging an exchange of ideas and opinions and developing critical thinking about a topic or issue. You ll access the Boards directly from the Course Menu, or from links embedded in the Learning Modules. Wikis allow for much longer posts than Blogs or Discussion Boards, and are used in this course as a way to encourage members of a particular Study or Focus Group to share information and learn from each other s research. In a Group Wiki, members of the group each post individual research reports. These reports are read by other members of the group, who then collaborate to write a summary Group Report on their Wiki Home Page. These Home Pages are then made available to everyone in the class. We will use Group Wikis

4 during Weeks 3 and 4 to report on our study of specific nutrients and their contribution to our health. Finally, we ll use Blackboard Collaborate for online discussions. Collaborate is an online classroom which allows posting of presentations in a live format. You ll use it for introducing yourself to your classmates, sharing the results of your research and making presentations to the class. A screencast and practice classroom will be provided prior to our first classroom in Collaborate. These Blackboard tools all serve to: (1) encourage online collaboration, (2) develop group networks within the larger community of online learners, and, (3) by allowing us to hear or read others informed opinions, expand our own perspectives on the key issues and controversies in the field of human nutrition. Time Expectations: To achieve the learning outcomes of this course, students will be expected to be online and engaged in individual research or collaborative discussion for a minimum of six to eight hours per week. In addition, time will be required to read the text and analyze their personal diets. On average, students can expect to spend 8-10 hours each week on this course. If you find you are spending more than that in the first few weeks of class, let me know immediately. Assessments: Each assignment has been assigned a point value and is accompanied by an assessment rubric that indicates how many points will be earned for meeting the criteria established for that assignment. Full credit will be given only if the student's work is completed on time, meets the highest standards of thoughtful, interactive discussion, and shows critical thinking about the topic under discussion. Except when otherwise specified, all discussion posts must be accompanied by evidence of scholarly research that gives rise to informed

5 opinion and scientific analysis. Since online work is read by all members of the class as well as the instructor, students should always strive for the highest standards of grammatical expression and syntax. Peer Assessment: Some assignments may also require that students critique and respond to other students posts. This encourages shared learning. All comments on other students work must be expressed in a spirit of constructive criticism and consideration for the author s effort and personal investment. Here is a sample rubric for a 5-point Discussion Board Post, and a 2- point Peer Review. These are samples only, to give you an idea of the standards expected in this course. Point values will differ slightly for each assignment; more detailed rubrics are posted in the Files Section for easy reference throughout the course. Rubric for a Discussion Board Post Evaluation Criteria Points Excellent Comments show evidence of reflection and critical thinking 5 about the issue or topic under investigation. Length is sufficient to demonstrate an effort to contribute substantially to the discussion. References used are relevant to the topic, show knowledge of the discussion of the issue that appears in the text; and come from scholarly sources of scientific research. The material cited may expand our understanding of the issue. Good Comments are appropriate and relevant to the topic or issue. 4 Comments show evidence of some critical thinking, but discussion lacks clarity or sufficient length to support the position taken or the premise being advanced. References used are relevant, have a connection to the discussion in the text, but are from sources that may not be considered science-based. They do, however, add to the reader s understanding of the topic and show an effort to find answers to the questions posed. Fair/Passing Comments show little evidence of reflective or critical thinking, regurgitate or simply agree or disagree with discussions in the text. Comments are not substantial enough to support or fully explain the premise; either the length is insufficient, or the comment itself is not fully articulated. 3

6 Below acceptable standards requires consultation with professor Reference used may be relevant to the text discussion, but do not extend our understanding of the topic in any way. Comments show little effort, are posted late without valid reason, and contribute nothing significant to the discussion. References used (if present) lack relevance and do not relate to the text discussion. 2 Note: These rubrics are also available in the Course Files section for easy reference. Rubric for Peer Review (Reply to another student s Discussion Board thread) This rubric will be used to evaluate your critique of one of your peer s entries on the Controversial Issue Discussion Board. Your critique is worth 2 points. Late posts are ineligible to earn the full two points, but may be worthy of partial credit. Evaluation Criteria Points Excellent Shows consideration for peer s thinking; shows evidence of critical 2 thinking and familiarity with the topic. Passing Shows consideration for peer s thinking; lacks evidence of constructive 1 analysis; uses simple I agree or I disagree statements No credit Student failed to complete peer review by due date 0 Late Assignments: Unless otherwise noted, assignments posted for each week will be due by midnight on the following Sunday. A summary of all assignments, how they are to be submitted, their due date, and their point value is available in the Course Files section. Except in the case of extenuating and unavoidable circumstances, one point will be deducted for each 24-hour period until submission. Evaluation and Grading Grading in this course is cumulative. A student earns points for each assignment, depending on how well his or her work meets the evaluative criteria for that assignment and provided that the assignment is submitted on time. In keeping with acceptable standards for online education, considerable emphasis is placed on student collaboration and quality of group work. Graded Assignments

7 Individual Assignments Collaborative Assignments Premium Quiz Grades Premium Quiz Grades Premium Quiz Grades Non-graded Assignments (full credit given for post) Discussion Posts Blogs Individual Wiki pages Individual Research Reports Wiki group reports, Collaborate classrooms, peer evaluations and responses to discussion posts Module 1 10 points Module 2 10 points Module 3 10 points Meet and Greet Board Grading Scale for Premium Quizzes Your average score on the Premium Quizzes assigned in each module will be converted to a numerical score in the Grade Center. For example, if your quiz average for Learning Module I is 96, you ll earn 9.6 out of the possible 10 points for that module. The Student Evaluation of Teaching Near the end of the course, you will have the opportunity to evaluate your learning experience by completing an online Student Evaluation of Teaching. The evaluation contains the same set of questions used in assessing classroom-based courses, with the addition of four questions specifically applicable to online learning. As with any other face to face course, you are strongly encouraged to participate in this evaluation of your educational experience. A high participation rate is critical to AU s ability to continually improve and strengthen the quality of the University s learning opportunities. Required Technology Expertise and Equipment: Students are expected to familiarize themselves with the Blackboard Course Menu and Tools prior to the first session on May 9th. Tutorials are available through Blackboard support (Ext or blackboard@american.edu) and I ve provided additional screencasts in each Learning Module when a tool is used for the

8 first time. All students must have a set of headphones with a microphone in order to participate in synchronous live sessions. A camcorder is desirable but not required. Course Materials: The required text for this course is Sizer-Whitney s Concepts and Controversies in Nutrition, 13 th Edition, available as an etext bundled with Coursemate, where you will find study resources and the Premium Quizzes. The link to purchase your text and the Course Key to set up your account in Coursemate will be made available well in advance of the course start date. Emergency Preparedness: In the event of a declared pandemic (influenza or other communicable disease), American University will implement a plan for meeting the needs of all members of the university community. Should the university be required to close for a period of time, we are committed to ensuring that all aspects of our educational programs will be delivered to our students. Information will be conveyed via AU and Blackboard, so students are responsible for checking their AU and Blackboard Announcement page on a regular basis to stay fully informed. In the event of a declared pandemic or other emergency, students should refer to the AU Web site (www. prepared. american.edu) and the AU information line at (202) for general university-wide information, as well as contact their faculty and/or respective dean s office for course and school/ college-specific information. Academic Integrity: Standards of academic conduct are set forth in the University's Academic Integrity Code. By registering, you have acknowledged your awareness of the Academic Integrity Code, and are obliged to become familiar with your rights and responsibilities as defined by the Code. Violations of the Code will not be treated lightly, and disciplinary action will be taken should such violations occur. See me if you have any questions about the academic violations described in the Code in general or as they relate to course requirements.

9 Academic and Support Services: If you find you are falling behind or experiencing difficulties in this course for any reason, contact me at once. Until the middle of June, you should use both addresses if you require a quicker reply: nsmith@american.edu and nan.smith@holton-arms.edu. You can also use the Course Blog to post questions or inquiries that might be of general interest to the whole class (for example, if you don t understand the process or purpose of an assignment, other students might benefit from the answer to your questions). Let me know at once of concerns or need for special accommodations. You can also contact the Academic Support Center or Student Disability Services. (x3360, MGC 243).