Download DEPARTMENT OF BIOLOGY Nutrition 12: Introduction to Nutrition

Survey
yes no Was this document useful for you?
   Thank you for your participation!

* Your assessment is very important for improving the work of artificial intelligence, which forms the content of this project

Document related concepts
no text concepts found
Transcript
DEPARTMENT OF BIOLOGY
Nutrition 12: Introduction to Nutrition
STUDENT LEARNING OUTCOMES
COURSE DESCRIPTION
This is a general nutrition course with an emphasis on the physiology and metabolism of
nutrients, metabolic concerns and dietary modifications to optimize health. It also
includes an examination of current issues and controversies in nutrition. The course
meets for three hours of lecture per week. It meets Credit/Degree standards of Title 5
Section 55002 and is transferable to the CSU and UC systems.
MAJOR LEARNING OUTCOMES
Upon completion of this course, the student will be able to:
A. Identify the classes of nutrients, their general structure and role in the human
body.
B. Describe the digestion and absorption of carbohydrates, proteins, and lipids.
C. Name key processes in the catabolism of glucose, triglycerides, and amino acids.
D. Explain how energy is utilized by individuals, and calculate the energy used
during energy expenditure.
E. Describe optimal methods for weight gain and weight loss, and evaluate popular
diets.
F. Discuss major roles of vitamins and minerals and list deficiency and toxicity
symptoms.
G. Interpret food labels and compare labels of similar food products or nutritional
supplements.
H. Critically evaluate news articles and identify reliable resources for nutrition
information.
I. Assess current nutrition issues and justify viewpoints scientifically.
J. Explain some of the uses for and limitations of the DRI, food guides, and dietary
guidelines.
K. Apply nutrition guidelines for use in planning and modifying diets for healthy
individuals.
L. Suggest dietary modifications applicable for individuals with high blood
cholesterol, high blood pressure, diabetes, and other "nutrition-sensitive
conditions"
AVAILABLE RESOURCES FOR ACHIEVING STUDENT OUTCOMES
A.
B.
C.
D.
E.
In-class lectures, demonstrations and discussions
Course textbook and other recommended readings
Faculty office hours
Biology Resource Center and College Learning Assistance Center
College funded student nutrition tutors
F. Faculty and course websites and other internet resources, including links to sites
for nutritional analysis
G. Food and anatomical models
ASSESSMENT METHODS
A. Class Discussion
B. Written tests and quizzes
C. Assignments (varies among sections; may include participation in discussion
forums, essays, field trips, dietary analysis, etc.)
D. Evaluation forms
E. Under discussion and/or use by individual instructors:
• Pre- and post-tests given before and after a unit
• Analysis of incorrect test responses
• Problem sets (questions may pertain to usage of conversion factors, calculating
percentage of energy from energy nutrients in a food or meal, estimating energy
or protein requirements)
• Additional Projects (may include a comparison of the nutrient content of foods or
meals, analyzing dietary intake over a specified time period, comparison of
individual’s nutrition status via dietary assessment, analyses of a nutrition topic of
interest, assignment to determine students' ability to use a standard nutrient
database, etc.).
• Optional surveys to determine students' reasons for taking course, students'
assessment of lectures, content, textbook, and evaluation procedures.
• Instructor/course evaluation at the end of the semester (optional and
anonymous)
• Review sessions (games, group quizzes) that assess the student’s ability to:
ƒ Orally articulate nutrition concepts to others in the team
ƒ Assess critical thinking when discussion topics that do not have a definite
right or wrong answers
• Feedback from:
ƒ nutrition tutors, who are our former students helping our current students
ƒ students who have successfully completed the course and are completing
additional education elsewhere
ƒ students who have had to drop or withdraw from the course.
ASSESMENT STAGE
Currently at Stage #3. The course outline and catalog description are in the process of
being updated. Student learning outcomes are being revised and assessment plan for
the fall 2012 semester is under discussion.
Supporting Documents
1) Recent assessment in 4 sections resulted in a poster presentation and journal
article.
2) A “before” and “after” questionnaire to help determine reasons for food choices
that has been distributed (modified over the years) to several sections for the
past 10 years.
3) An end of semester evaluation form that has been distributed (modified over the
years) to several sections for the past 10 years.
4) “Lifestyle Habits Survey” that has been completed by students before and after
taking Nutrition 12.