PUB HLTH 3007 - Nutrition: Ideology, individuals & industry

North Terrace Campus - Winter - 2019

Public health nutrition: ideology, individuals & industry aims to develop critical thinking around contemporary challenges to nutrition. It will extend ideas learned in Reflect, Research, Resolve: Questions in Health to challenges that are specific to the field of nutrition and improving the nutritional health of populations. This course will draw from case studies to understand higher-level influences on the nutritional health of a population. Attention will be paid to `upstream? factors such as Big-Food, supermarkets, food advertising, as well as government action and policy such as fortification, taxes, regulation and law. Students will identify, evaluate and reflect on the advantages and disadvantages of different strategies for improving the nutritional health of the population.

  • General Course Information
    Course Details
    Course Code PUB HLTH 3007
    Course Nutrition: Ideology, individuals & industry
    Coordinating Unit Public Health
    Term Winter
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact 5 day intensive, total contact 40 hours
    Available for Study Abroad and Exchange Y
    Assumed Knowledge HLTH SC 2100 or FOOD SC 2510 or PUB HLTH 2200
    Assessment Online quizzes, workshop participation, oral presentation, assignment.
    Course Staff

    Course Coordinator: Associate Professor Lisa Smithers

    Phone: 8313 0546
    Location: Level 9, AHMS building, North Terrace
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes

    On successful completion of this course students will be able to:

    1.  Identify primary functions of public health nutrition, examples of frameworks for preventive health in nutrition, and types of prevention.

    2.  Explain factors influencing major nutrition issues within a population.

    3.  Explain the roles of various stakeholders in contemporary population nutrition problems and interventions.

    4.  Communicate the advantages and disadvantages of different policy levers to address population nutrition challenges.

    5.  Appraise information from a wide variety of sources, emphasising core concepts around impediments and enablers to the nutritional health of populations.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    1, 4
  • Learning Resources
    Required Resources
    There is no set textbook for this course. All resources, including links to journal articles and reading lists, will be disseminated via MyUni.

    Recommended Resources
    Online Learning
    The primary means of communication outside of formal contact hours will be via MyUni. Announcements and discussion boards will be the main method of communication.  Course material will be supported by online resources via MyUni.  Material will be sequentially released in line with the teaching and learning activities.

  • Learning & Teaching Activities
    Learning & Teaching Modes
    A range of learning and teaching modes will be used in this course.  Online activities will be part of the preparation prior to the
    intensive.  Interactive tutorials will help develop and clarify concepts in a supportive environment. Course seminars provide factual and conceptual information, and are supported by the reading material.  Seminars provide an opportunity for interaction, discussion and questions.  Workshops and videos will introduce students to key topics and may include guest speakers with relevant expertise.


    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    As a general rule in any university course, you will need to allow a minimum of three independent study hours for every hour undertaken in formal class work contact. This time is needed for such activities as reading for the topic, preparation for activities in  class and work on assignments.  Around 20 hours should be set aside to prepare for the course (prior to the 5-day intensive).  Attendance at the intensive is compulsory, for all of the 5 days. 

    Learning Activities Summary
    This course is structured in 3 phases, (1) Pre-intensive, mostly involving preparatory work, (2) the Intensive, which is 5 days of face-to-face contact, and (3) Post-intensive, which involves working on the final assignment.  The Pre-intensive period includes a series of online modules that will be made available in the month prior to the Intensive.  The Intensive Mode component will involve theoretical and case-based examples of programs to address population nutrition problems.  Information on learning activities is provided in the course handbook, and includes a daily schedule for the Intensive Mode component.

    Specific Course Requirements
    There are no specific requirements for this course.
    Small Group Discovery Experience
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Assessment Type Weighting Learning Outcome(s) being addressed
    Workshop participation Summative 10% 4,5
    Quizzes Summative 40% 1-4
    3000 word assignment Summative 40% 2-4
    Group presentation Summative 10% 2-5
    Assessment Related Requirements
    Not applicable.
    Assessment Detail

    Participation, worth 10%, will assess student’s active involvement in all aspects of the course, including engagement and interaction in class activities.

    Group presentation, worth 10%, will involve students working in small groups to present a critical analysis or debate of the strengths, weaknesses and implications to different approaches for tackling a nutrition problem.  Presentations will be delivered on the last day of the intensive.

    Online quizzes, worth 40% of the final grade. Quizzes will assess background and theoretical aspects of public health nutrition.  The online quizzes will be available to complete during the intensive.

    Written assignment, worth 40% of the final grade. Students will be required to prepare an assignment up to 3000 words on a strategy for improving the nutritional health of a population.  The assignment will be due in the month following the completion of the intensive.

    All extensions for assignments must be requested, at the latest, by the last working day before the due date of submission.   Extensions will generally be granted only on medical or genuine compassionate grounds.  Supporting documentation must be  provided at the time a student requests an extension.  Without documentation, extensions will not be granted.  Late requests for extension will neither be accepted nor acknowledged.

    Only the Course Co-ordinator(s) may grant extensions.

    Supporting documentation will be required when requesting an extension. Examples of documents that are acceptable include: a  medical certificate that specifies dates of incapacity, a police report (in the case of lost computers, car & household theft etc.), a  letter from a Student Counsellor, Education and Welfare Officer (EWO) or Disability Liaison Officer that provides an assessment of  compassionate circumstances, or a letter from an independent external counsellor or appropriate professional able to verify the  student’s situation.  The length of any extension granted will take into account the period and severity of any incapacity or impact  on the student.  Extensions of more than 10 days will not be granted except in exceptional circumstances.

    Late submission
    Marks will be deducted when assignments for which no extension has been granted are handed in late.

    All assignments, including those handed in late, will be assessed on their merits.  In the case of late assignments where no  extension has been granted, 5 percentage points of the total marks possible per day will be deducted.  If an assignment that is 2  days late is awarded 65% on its merits, the mark will then be reduced by 10% (5% per day for 2 days) to 55%.  If that same  assignment is 4 days late, the mark will be reduced by 20% (5% per day for 4 days) to 45%, and so on.

    The School of Public Health reserves the right to refuse to accept an assignment that is more than 7 days late.

    Assignments submitted after the due date may not be graded in time to be returned on the listed return dates.

    Students submitting examinable written work who request (and receive) an extension that takes them beyond the examination period are advised that there is no guarantee that their grades will be processed in time to meet usual University deadlines.
    If a student is dissatisfied with an assessment grade they should follow the Student Grievance Resolution Process  <>.  Students who are not satisfied with a particular assessment result should raise their concerns with Course Co-ordinator(s) in the first instance.  This must be done within 10 business days of the date of notification of the result.  Resubmission of any assignment is subject to the agreement of the Course Co-ordinator(s) and  will only be permitted for the most compelling of reasons.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy ( course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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