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Nutrition Education in the Community
FNH 473
Instructor: Dr. Gail Hammond
Office: FNH 214
Office Hours: Weds 3pm-4pm

(or after class or by appointment)

Class Schedule: Mon 1:00pm-4:00pm
Classroom: MCML 160
Important Course Pages
Lecture Notes
Course Discussion

Syllabus in PDF

Course Description

Theory and methods in nutrition education; factors affecting behaviour modification and health promotion. The practice of nutrition education through education, health care delivery, or media systems.

The instructor for this course is Dr. Gail Hammond, and she can be contacted via email:

Prerequisite: FNH 250

Learning Outcomes

Upon successful completion of this course, you should be able to:

  1. Characterize the current Canadian context for nutrition education and community nutrition, including Canadians’ eating habits, Canadians’ nutritional and health status, and demographic trends.
  2. Identify and discuss individual, interpersonal, and environmental determinants of nutrition-related behaviours.
  3. Describe, critically evaluate, and apply program planning models and theories of health behaviour change (including Health Belief Model, Social Cognitive Theory, Transtheoretical Model/Stages of Change).
  4. Explain the importance of policy in community nutrition education and food security advocacy and propose strategies to support policy development and implementation.
  5. Work effectively in small groups to assess, plan, implement, and evaluate community nutrition initiatives; and communicate the results of your group’s work to others.
  6. Engage in meaningful reflection on personal learning and professional activities and provide effective, relevant, and constructive feedback to others.

Course Materials

Required Readings: There is no required textbook for FNH 473. However, students are required to complete a series of readings and view various course videos (listed in the Course Outline). Readings are available via the "Course Readings" tab in Connect; videos are available in Connect and on the public course website (

Class Format

We will use a combination of interactive lectures, in-class learning activities, small group work, guest presentations, and independent reflection throughout this course. Students have some flexibility in planning their learning experience, including choosing among three options for their small group learning project:

  1. engaging in a community-based experiential learning (CBEL) project,
  2. completing a problem-based learning (PBL) case related to nutrition education in the community, or
  3. creating a short video documentary focusing on a current issue or initiative in community nutrition.

Additional details will be provided in class. From January 30 - March 20, we will meet as a whole class in MCML 160 for the first hour or so of the class section and then students will work on their projects in their small groups in assigned breakout rooms for the second portion of the class section.


Activity Date Value

(% of Final Grade)†

Online Module: Population and Public Health Needs
Assessments (through Dietitians of Canada)
  • Certificate of Completion

January 27

5 %
Online Quizzes based on readings and videos:
  • 10 Quizzes (dates indicated below)

Throughout the term

40 %

Group Project: Choose Option A, B, or C
  • Option A: Community-based Experiential Learning (CBEL) Project:
    1. Team Work Session Evaluation Forms (after each work session)
    2. Submit Sections A, B, C of Written Report for Feedback
    3. Presentation and Discussion
    4. Written Report: Full Report
  • Option B: Problem-based Learning (PBL) Case:
    1. Team Work Session Evaluation Forms (after each work session)
    2. Submit Sections A, B, C of Written Report for Feedback
    3. Presentation and Discussion
    4. Written Report: Full Report
  • Option C: Create a Video Documentary:
    1. Team Work Session Evaluation Forms (after each work session)
    2. Submit Sections A, B, C of Written Report for Feedback
    3. Video and Discussion
    4. Written Report: Full Report

  • Throughout term
  • March 6
  • April 3
  • April 10

  • Throughout term
  • March 6
  • April 3
  • April 10

  • Throughout term
  • March 6
  • April 3
  • April 10

  • 5%
  • NG
  • 10 %
  • 20 %

  • 5 %
  • NG
  • 10 %
  • 20 %

  • 5 %
  • NG
  • 15 %
  • 15 %
Individual Reflection:
  • First submission (response to questions 1-3)
  • Second submission (response to questions 4-7)
  • March 16
  • April 15
  • 10 %
  • 10 %
TOTAL: 100 %

NG = No Grade will be given; feedback (comments and suggestions) will be offered to help improve the final graded submission.
You must complete the "Group Project Preferences" quiz in Connect before 11:59 PM on January 20 to indicate (among other things) your preference for working on a CBEL project, a PBL case, or a video documentary. Groups will be created and assigned to particular projects by January 19.

Online Module "Population and Public Health Needs Assessments": This online learning module is offered through Dietitians of Canada. Details on how to access this learning module will be posted in Connect. The online module will guide you through a series of scenarios related to conducting a needs assessment. An offline workbook is also available for additional information and resources. After completing this module, you will be prompted to take a brief test related to the material. Upon satisfactory completion of this test (i.e., receiving a score of 80% or greater within 3 attempts) you can obtain a Certificate of Completion. This certificate must be submitted via Connect by 11:59 PM on January 30. Completion of the online module and the test is estimated to take 3-5 hours.

Online Quizzes: You will have up to 2 hours to complete each quiz. Quizzes will include multiple choice questions, true/false questions, and short answer questions. You may consult the reading (and any other materials) as you complete the quiz. Each quiz must be completed independently, without consulting other students. Quizzes will be available as indicated in the following table (each quiz must be completed at some point during the time indicated):

Quiz # and Related Content Quiz will be available from noon to noon on the following days∞
  1. Mikkonen & Raphael
  2. Theory at a glance, and Video 1
  3. Health promotion program planning 1
  4. Health promotion program planning 2
  5. Logic model for program planning, and Video 2
  6. Planning Health Promotion Programs, Burrows et al, 2015 and Video 3
  7. Moreau et al, 2015 and Video 4
  8. Wise, 2015
  9. Masse, Naiman, & Naylor, and Video 5
  10. Chen et al, 2015 and Thomas, 2015
  1. Jan 7 - Jan 23
  2. Jan 10 - Jan 16
  3. Jan 17 - Jan 23
  4. Jan 24 - Jan 30
  5. Jan 31 - Feb 6
  6. Feb 13 - Feb 27
  7. Feb 28 - Mar 6
  8. Mar 7 - Mar 13
  9. Mar 14 - Mar 20
  10. Mar 21 - Mar 27

Note: Most quizzes will be available from NOON on a Tuesday morning until NOOn on the following Monday (just before class). There are two exceptions to this: Quiz #1 (available from noon on the Saturday before our first class until noon on January 23) and Quiz #6 (available from noon on February 13 until noon on February 27, the day of our first class back after Reading Week).

Group Projects: Over the course of the semester, students will work together in small groups to complete one of the following: a community-based experiential learning (CBEL) project, a problem-based learning (PBL) case, OR a short video documentary. We will discuss the three options in class and additional detailed instructions for each option are available in Connect. Students must indicate their preferred project type by January 20 and groups will be formed by January 23. Each group has three key submission deadlines:

  1. initial sections of the written report must be submitted via Connect for feedback before 11:59 PM on March 6,
  2. results of the project will be highlighted in a presentation and discussion (or the video documentary will be shown and discussed) on April 3, and
  3. the final written report must be submitted via Connect before 11:59 PM on April 10.

Individual Reflection on your learning in FNH 473: Complete instructions for this task are posted in Connect. Students will submit two guided reflections on their learning in FNH 473: the first submission is due by 11:59 PM on March 15 (responses to questions 1-3; maximum 2 pages, 1.5 line-spaced; worth 10% of the final grade) and the second submission is due by 11:59 PM on April 14 (responses to questions 4-7; maximum 2 pages, 1.5 line-spaced; worth 10% of the final grade).

Course Outline

See course:FNH473/Schedule

Student Expectations

  1. Attend all classes and small group sessions! If you must miss a class due to illness or other emergency, it is your responsibility to obtain notes for that day from a classmate and complete any work you may have missed.
  2. Actively participate in the various learning activities - this will greatly enhance your learning and engagement.
  3. Use the class slides (posted in Connect before class) as a framework for your note-taking during class.
  4. Use the course website as a learning resource and interactive tool.
  5. Take advantage of office hour time (Thursdays 1:00 PM to 3:00 PM, or by appointment) to ask questions, seek clarification, or discuss issues further. You are welcome to come as a group to discuss your project during this time, as well.
  6. Connect what you learn in this course to your existing and developing networks of knowledge and skills. Use your pre-existing knowledge of nutrition and teamwork to better understand issues presented in class and effectively work in your small group. Moving forward, take knowledge and skills gained from this class to influence real-world nutrition behaviours to achieve improved health outcomes for all.
  7. Enjoy this learning experience!

Academic Integrity

Academic honesty is a core value of scholarship. Students are reminded of the importance of academic integrity (more information available here: and of the University's regulations regarding academic misconduct and plagiarism, including disciplinary measures (excerpted below and available here: and here:

Ignorance of the appropriate standard of academic honesty is no defence to an allegation of Academic Misconduct. Academic Misconduct that is subject to penalty includes, but is not limited to, the following:

  1. Plagiarism. Plagiarism occurs where an individual submits or presents the work of another person as his or her own. Scholarship quite properly rests upon examining and referring to the thoughts and writings of others. However, when excerpts are used in paragraphs or essays, the author must be acknowledged in the text, through footnotes, in endnotes, or in other accepted forms of academic citation. Plagiarism extends from where there is no recognition given to the author for phrases, sentences, or ideas of the author incorporated in an essay to where an entire essay is copied from an author, or composed by another person, and presented as original work. Students must ensure that when they seek assistance from a tutor or anyone else that the work they submit is actually their own. Where collaborative work is permitted by the instructor, students must ensure that they comply with the instructors requirements for such collaboration. Students are responsible for ensuring that any work submitted does not constitute plagiarism. Students who are in any doubt as to what constitutes plagiarism should consult their instructor before handing in any assignments.
  2. Cheating. Cheating includes, but is not limited to: falsifying any material subject to academic evaluation; having in an examination any materials other than those permitted by the examiner; and using unauthorized means to complete an examination (e.g. receiving unauthorized assistance from a fellow student).
  3. Submitting the same, or substantially the same, essay, presentation, or assignment more than once (whether the earlier submission was at this or another institution), unless prior approval has been obtained from the instructor(s) to whom the assignment is to be submitted.

In other words... Be sure to do your own work with honesty and integrity! Appropriately acknowledge the source of information and ideas. (Make sure you make every effort to avoid what could be considered plagiarism!). Discuss course work with classmates and learn with and from each other as you complete your group project - but complete all quizzes and and other individual activities independently.