PUB HLTH 3007 - Nutrition: Ideology, Individuals & Industry
North Terrace Campus - Winter - 2022
General Course Information
Course Code PUB HLTH 3007 Course Nutrition: Ideology, Individuals & Industry Coordinating Unit Medical Sciences 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 Course Description 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.
Course Coordinator: Jessica GriegerPhone: 8313 7697
Location: AHMS building, North Terrace
The full timetable of all activities for this course can be accessed from Course Planner.Timetable details are located on MyUni.
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)
Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
Required ResourcesThere is no set textbook for this course. All resources, including links to journal articles and reading lists, will be disseminated via MyUni.
Online LearningThe 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 ModesA 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 SummaryThis 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 RequirementsThere are no specific requirements for this course.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
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 RequirementsStudents are expected to attend all 5 days of the intensive. Attendance records will be kept.
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.
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 <https://www.adelaide.edu.au/student/grievance/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.
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.
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 (http://www.adelaide.edu.au/policies/101/) 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.This course was offered for the first time in 2018. All of the students who undertook the course have provided feedback that they were satistfied with the quality of the course. Key comments were that the breadth of topics was good, that the 'big picture' view of population-level nutrition was valuable (as other courses e.g. biochemistry, biology did not cover this material), that guest speakers were important for adding variety and lectures were engaging. Students valued the structure of the course, particularly having a weekend in the middle of the 5-day intensive for a rest. In line with student feedback, the wording of the quiz questions was modified to remove double negatives and the choice of topics for the group presentation was also modified.
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