INSTRUCTOR: Gerry Kasten, RD, MSc, FDC

EMAIL: gerryk@mail.ubc.ca (alt: use Canvas email)

 

TEACHING ASSISTANTS: Francine Emmonds, Temilola Olowookere, Chantelle Twynstra -  Use Canvas email to contact TAs.

 

CLASS TIME: Tuesdays and Fridays, 12:30 –1:50 PM

ROOM: Tuesdays: MCML 160 (for lectures in-person)

               Fridays for the full class (only Jan 17^th, Jan 24^th, Mar 7^th & Apr 4^th): PHRM 3208

BREAKOUT ROOMS: For small teamwork sessions (Assigned by Project)

• Francine: via Zoom/or in BIOL 1012
• Temilola: via Zoom/or in MCLD 3014
• Chantelle: via Zoom/or in MCLD 3008 (May gather in this room for Friday Lectures, as announced)

OFFICE HOURS: In person or on Zoom (both by appointment)

 

COURSE DESCRIPTION: Theory and methods used in public health nutrition issues and health promotion program planning to assess, plan, implement, and evaluate nutrition- related programs for communities and populations, including factors affecting behaviour and the social and ecological determinants of health.

PREREQUISITE: FNH 250

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

1. Characterize the current Canadian context for public health nutrition, including Canadians’ eating habits, nutritional and health status, and demographic trends.
2. Identify, discuss and critically analyze individual, interpersonal, organizational, community and public policy determinants that shape nutrition-related behaviours.
3. Describe, critically evaluate, and apply program planning models and theories of health behaviour change (e.g., Health Belief Model, Social Cognitive Theory, Transtheoretical Model/Stages of Change) to community-based projects.
4. Explain the importance of policy and advocacy in public health nutrition, and strategies used to support program and policy development, implementation, and evaluation.
5. Activate, apply and value self-directed learning skills that are emphasized in this course.
6. Work as an effective team member in a well-functioning small group to assess, plan, implement, and evaluate public health nutrition initiatives and professionally communicate perspectives and outcomes from your group’s work in a presentation and report.
7. Engage in meaningful reflection on personal learning and professional activities, including those with your community partner; provide effective, relevant, and constructive feedback to peers (as an active audience member), and receive and respond to the same from others in this community of learning.

 

INFORMATION FOR STUDENTS IN THE DIETETICS MAJOR: This course, like all required courses in the Dietetics Major, contributes to coverage of the Integrated Competencies for Dietetic Education and Practice (ICDEP). 

 

REQUIRED READINGS: No textbook is required for FNH 473; however, you are required to complete a series of readings that are listed in the Course Outline and on Canvas. Readings are accessible in the ‘Readings & Resources’ section of each weekly module page. A classic series of FNH 473 videos are optional for viewing on YouTube.

 

CLASS FORMAT: We will use a combination of interactive lectures, in-class and online learning activities, small group work, guest speakers, student presentations, and group and individual reflection throughout the course. You have flexibility and autonomy in planning your learning experience by engaging in a community-based experiential learning (CBEL) project related to nutrition in the community. Additional details will be provided in class and on Canvas. A copy of your TCPS-2 CORE Certificate must be uploaded by 11:59PM on January 17^th, 2025, before work can begin on your project.

 

COURSE OUTLINE

Date	Focus
Week 1   January 6-10	Prepare for class: 1)     Read Social Determinants of Health: The Canadian Facts 2nd ed (Raphael, Bryant, Mikkonen & Raphael, 2020) 2)     Read Health Inequalities and Social Determinants of Aboriginal Peoples' Health (Reading & Wien, 2009) 3)     Read A New Approach to Public Health in Canada (The Public Health Agency of Canada, 2004)   Tuesday •             Introduction •             Course overview and preparing for learning in FNH 473   Friday  (In room MCLD 3008) •             Social determinants of health and food choices •             Canadian context for public health nutrition
Week 2   January 13-17	Prepare for class: 1) Read Theory at a Glance: A Guide for Health Promotion Practice 2nd ed (National Cancer Institute, US Department of Health and Human Services, National Institutes of Health, 2005), focus on pp. 3–31 Tuesday  Health Behavior theories Friday (In room PHRM 3208): Meet community partners & listen to descriptions of group projects Deadlines (all @ 11:59PM): 1)  January 17th, 2025: TCPS-2 CORE Certificate 2)  January 17th, 2025: ‘Group Project Preferences’ form 3)  January 19th, 2025: Certificate of Completion for DC online course ‘Assessing Needs and Setting Priorities in Population and Public Health’
Week 3   January 20-24	Prepare for class: 1) Read Planning Health Promotion Programs (PHPP): Introductory Workbook, 5th ed. (Public Health Ontario, 2018), focus on pp. 12–27 Tuesday: Teamwork session #1 (meet group members, become familiar with project, connect with community partner) Friday (In room PHRM 3208):  Workshop: Centre for Community Engaged Learning Case Exploration - Asset Based Community Development Deadline (@ 11:59PM): 1) January 24th, 2025: Submit first Teamwork Session Evaluation form

 

Week 4   January 27-31	Prepare for class: Read Planning Health Promotion Programs (PHPP): Introductory Workbook, 5th ed. (Public Health Ontario, 2018), pp. 28–45 Complete the Learning Issues related to your group project from last week’s session Tuesday: Health promotion project planning 2: Setting Goals, Audiences & Objectives Friday: Teamwork session #2 Deadline: 1) Noon, Jan 29th - 11:59 p.m. February 1st: Quiz 1 see more information further down in the syllabus
Week 5   February 3-7	Prepare for class: Read Planning Health Promotion Programs (PHPP): Introductory Workbook, 5th ed. (Public Health Ontario, 2018), pp. 46–56 Read Focus On: Logic model–A Planning and Evaluation Tool, 2016 Read The logic model for program planning and evaluation. (McCawley, 2001) Complete the Learning Issues related to your group project from last week’s session Tuesday:  Health promotion program planning 3: Strategies, Activities & Resources: Logic models Friday: Teamwork session #3
Week 6   February 10-14	Prepare for class: 1)   Read: Planning Health Promotion Programs (PHPP): Introductory Workbook, 5th ed. (Public Health Ontario, 2018), pp.57-72 2)    Read: Dietitians of Canada Position Statement on Household Food Insecurity in Canada – March 2024 3)    Read: Defining food security and food insecurity (BCCDC, 2022) 4)    Read: The relationship between food banks and food insecurity: Insights from Canada. (Tarasuk, Fafard St-Germain & Loopstra, 2019) 2) Complete the Learning Issues related to your group project from last week’s session Tuesday: Guest Presentation (Raihan Hassen, BCCDC): Food Insecurity (Focus on BC) and Health promotion program planning 4: Indicators & Review the plan  Friday: Teamwork session #4 Deadlines: 1)           February 14th, 2025: Complete second Teamwork Session Evaluation form by 11:59PM 2)          Noon, Feb 12th - 11:59 p.m. Feb 15th: Quiz 2 see more information further down in the syllabus
February 17-21	Reading Week: No Classes

 

Week 8 February  24-28	Prepare for class: 1)    Review Health Inequalities and Social Determinants of Aboriginal Peoples' Health (Reading & Wien, 2009) Complete the Learning Issues related to your group project from your February 14th session Tuesday: Guest Presentation (Jessie Newman, Island Health) Public Health Nutrition in Indigenous Communities (Focus on BC) and Health promotion program evaluation Friday: Teamwork session #5   Deadline: 1) February 28th, 2025: Submit Sections 4, 5, 6 of group Written Report for formative feedback by 11:59PM
Week 9   March 3-7	Prepare for class: 1)  Review Social Determinants of Health: The Canadian Facts 2nd ed (Raphael, Bryant, Mikkonen & Raphael, 2020), focus on pp. 17-20, 24-30, 34-62 2)  Read Canada’s new Healthy Eating Strategy: Implications for health care professionals and a call to action (Bacon, Campbell, Raine, Tsuyuki, Khan, Arango, Kaczorowski, 2019) 3)  Read Food Policy for Canada (Agriculture and Agri-Food Canada, 2019) Complete the Learning Issues related to your group project from February 28th session   Tuesday: Guest Presentation: Public Health Nutrition in a Suburban Setting (Novella Lui, Fraser Health) ; and Health Communication and Knowledge Translation Friday (In room PHRM 3208): Sharing logic models for formative feedback by TAs and peers   Deadline: 1) March 7th, 2025: Post draft logic models in dedicated discussion board by 12:00PM
Week 10 March 10-14	Prepare for class: 1) Reflect on logic model draft presentation session Tuesday: Workshop: Centre for Community Engaged Learning Case Exploration - Storytelling Workshop Friday: Teamwork session #7   Deadlines: 1) March 12th – 15th: Quiz 3 available from noon on Wednesday, March 12th to 11:59PM on Saturday, March 15th (slides, readings & guest speakers for Weeks 8 – 10)
Week 11   March 17-21	Prepare for class: 1) Read Position on Healthy Eating: An Integrated Population Health Approach (Northern Health, 2019) Complete the Learning Issues related to your group project from March 13  session   Tuesday: Guest Presentation: Flo Sheppard, Team Lead, Population and Public Health, Northern Health: Public Health Nutrition in Rural, Remote Areas; Friday: Teamwork session #8 Deadlines: 1) March 21st, 2025: Complete final Teamwork Session Evaluation form by 11:59PM
Week 12 March 24-28	Prepare for class: 1)    Read Food, Nutrition and Eating Issues of Transgender and Gender-diverse Individuals Background. (PEN 2023) Available in “Library Online Course Reserves” in Canvas, left hand column.   Tuesday: Guest Presentation: Cath Morley – Trans and Gender Diverse Nutrition Care Friday: Teamwork session #9
Week 13   March 31 - April 4	Team project presentations and discussions   Tuesday & Friday: In-class polished, practiced & professional group presentation and engaged discussion as audience member April 1st in FNH 60: Groups 1 - 6 April 4th in PHRM 3208: Groups 7 - 13
Week 13   April 7-11	Prepare for class: Read: Queering as Process: Disrupting Scientific Imperialism for Health Justice Using Kitchen Table Pedagogy (2024, Journal of Critical Dietetics) Tuesday: Guest Presentation: Lou Aphramor: Health Justice Using Kitchen Table Pedagogy Course Wrap-Up and a Look Back... Deadlines (all @ 11:59PM): 1)  April 8th: Release Form (for future classes) 2)  April 8th: Individual Reflections 3)  April 8th: Self- & Peer-Evaluations 4)  April 8th: Project Expenses 5)  April 11th: Final Group Written Report

 

             

 

EVALUATION:

Late submissions: 10% deducted per day late, up to 5 days after which no late submission will be accepted, unless pre-arranged with instructor.

*NG = No Grade will be given; formative feedback (comments/suggestions) will be offered to help improve the draft report: the final written report will be graded.

Component	Date	Value (% Final Grade)*
1. Online Module: Dietitians of Canada–Population and Public Health Needs Assessment: • Certificate of Completion submitted that indicates test score	January 19th	5
2. Online Quizzes on Course Content, Readings & Guest Speakers: •    Four quizzes (dates indicated in Section 2 below): 5% each	Jan 29th  – Feb 1st Feb 12th – 15th  Mar 12th – 15th  Mar 26th – 29th	20
3. Group Projects: Choose Top 3 Projects** Community-Based Experiential Learning (CBEL)	Jan 24, Feb 14, Mar 21	3
Projects
• Teamwork Session Evaluation Forms (after each of 3 work sessions)
• Submit Sections 4, 5 & 6 of Written Report for Feedback	Feb 28	No Grade
•    Sharing Draft Logic Models •    Presentation and Discussion	Mar 7	5 10   25     20
	Apr 1 & 4
• Full Written Report	Apr 11
• Independent Self- & Peer-Evaluations (on iPeer)	Apr 8
4. Individual Reflections: • Submit your responses to any 3 of the questions provided, or substitute one with a personalized question to reflect on	Apr 8	12

 

1.  Online Module “Population and Public Health Needs Assessment 2022”

By taking this module, you will learn about aspects to consider when conducting a needs assessment. The module guides you through a series of scenarios related to conducting a needs assessment, and is estimated to take 3–5 hours. This required module aligns with Step 2 in the Public Health Ontario Planning Health Promotion Programs workbook that you will use throughout the course. An offline workbook is also available as an additional resource. After completing the module, you will be prompted to take a brief test related to the material. Upon satisfactory completion of the test (i.e., receiving a score of 80% or greater within 3 attempts), you will obtain a Certificate of Completion. This Certificate of Completion must be submitted as an Assignment in Canvas by 11:59PM on January 19^th. Your % score on the certificate will be converted to a score out of 5 in the calculation of your grade for this assignment. (You may want to include completion of this course on your resume for future job applications.) Dietitians of Canada (DC) offers this online learning module at a student discounted cost (40% off). You purchase access to the course directly from DC. Details and access code will be provided in class.

 

2.  Online Quizzes on Course Content, Readings and Guest Speakers

There are 4 online quizzes related to the topics covered in class. Each quiz focuses on the slides and readings assigned for the weeks indicated, as well as guest speakers (for Quiz 3 and 4 only). The content covered in each quiz is listed in the table below and in the Course Outline section on pp. 6-10. You will have a maximum of 2 hours to complete the Quizzes– this should provide you with sufficient time to reflect upon and deepen your responses to the short answer questions. Quizzes will include various question types, including multiple choice questions, multiple answer questions, true/false questions, matching questions and short answer questions. Quizzes are equally weighted with your % score on each quiz counting for 5% of your final grade. The quizzes are ‘open book’ – in other words, you may consult the slides and readings (and any other material) as you respond to the questions.

 

 

The quizzes will be available from Wednesday at noon (12:00PM) until Saturday at 11:59PM. No extension will be granted if you miss writing a quiz during the regularly scheduled time.

Summary of Content & Availability of Quizzes:

Quiz #	Related Content	Weeks Covered	Quiz Dates
Quiz 1	Class Slides Weeks 1-3 Raphael et al, 2020 Reading & Wien, 2009 A New Approach to Public Health in Canada (The Public Health Agency of Canada, 2004) Theory at a Glance: A Guide for Health Promotion Practice 2nd ed (National Cancer Institute, US Department of Health and Human Services, National Institutes of Health, 2005), Planning Health Promotion Programs (PHPP): Introductory Workbook, 5th ed. (Public Health Ontario, 2018), pp. 28–45	1-3	Jan 29 - Feb 1
Quiz 2	Class Slides Weeks 4-6 Planning Health Promotion Programs, 2018 (pp. 28-72) Focus On: Logic model–A Planning and Evaluation Tool, 2016 McCawley, 2001: Logic Model for Program Planning and Evaluation	4-6	Feb 12 - 15
Quiz 3	Class Slides Week 7-10 Tarasuk, Fafard St-Germain & Loopstra, 2019 Tarasuk Li, Fafard St-Germain, 2022 Defining Food Security and Food Insecurity in BC, BCCDC, 2022 Guest Presentation: Food Security/Insecurity (BCCDC) Guest Presentation: Public Health Nutrition in Rural, Remote and Indigenous Areas (Northern Health) Position on Healthy Eating: An Integrated Population Health Approach, Northern Health, 2019	7-11	Mar 12 - 15
Quiz 4	Class Slides wWeeks 11 & 12 Position on Healthy Eating: An Integrated Population Health Approach (Northern Health, 2019) Food, Nutrition and Eating Issues of Transgender and Gender-diverse Individuals Background. (2023)  Guest Presentation: Flo Sheppard, Team Lead, Population and Public Health, Northern Health: Public Health Nutrition in Rural, Remote Areas Guest Presentation: Cath Morley – Trans and Gender Diverse Nutrition Care		Mar 26 - 29

 

3.  Community-Based Experiential Learning (CBEL) Group Projects

Over the semester, you will be working with one TA. It is expected that you will participate as an active member of a highly-functional team to complete one of the 11 CBEL projects. The CBEL project descriptions will be posted in Canvas during the week 2, and presented in class on January 17^th. Complete the ‘Group Project Preferences’ form under Assignments in Canvas by 11:59PM on January 17th, to indicate your top preferences. Groups will be formed and posted in the "People" section of Canvas, by January 21st.

There are six key components to your group project:

• After your teamwork sessions, your group will collectively complete a Teamwork Session Evaluation form and one person will submit it as an assignment in Canvas before 11:59PM on the same day. These forms allow teams to collectively and thoughtfully reflect on their group dynamics and project progress, and will help the teaching team effectively address any operational or group dynamic issues that arise. One point is assigned to completing each form, and one form is submitted per group. No extensions are granted for submitting the forms late.

 

• Sections 4, 5, and 6 of your written report (not graded) must be submitted in Canvas for formative feedback before 11:59PM on February 28^th.

 

• A short presentation (4 minutes, plus 1 minute for questions/feedback) of your draft logic model in class on March 7^th.

 

• The results of your project highlighted in a polished, practiced and professional presentation and discussion in class on April 1^st or 4^th.

 

• A self- and peer-evaluation report submitted before 11:59PM on April 8^th.

 

• Your group’s final written report submitted before 11:59PM on April 11^th.

 

4.  Individual Reflections on Your Learning in FNH 473

Instructions for this assignment are posted in Canvas. Your reflections are in response to guided questions that relate to your learning experiences in FNH 473. You are required to respond to 3 questions; however, you may create a clearly articulated personalized question to substitute for one of the questions. 

 

MY HOPES AND EXPECTATIONS FOR STUDENTS IN FNH 473

1. Prepare for (and attend!) each class and teamwork session. If you must miss a class due to illness or emergency, it is your responsibility to obtain notes for that day from a classmate and complete any work you may have missed. Ensure that you are meeting the agreed upon group activities criteria in your group charter that you effectively complete all tasks assigned to you.

 

2. Actively participate in the various learning activities – this will greatly enhance your learning.

 

3. Use the class slides posted in Canvas as a framework for your own note-taking during class and use the course website as a learning resource and interactive tool.

 

4. Take advantage of my office hours to ask questions, seek clarification, and/or discuss issues. You are welcome to visit office hours as a group to discuss your group project during these times.

 

5. Connect what you learn in this course to your existing and expanding toolbox of knowledge and skills. Use your pre-existing knowledge of nutrition and teamwork to better understand issues presented in class and to work effectively in your small group. Moving forward, take the knowledge, skills and attitudes you gain from this class to affect real-world nutrition-related behaviors that achieve improved health outcomes for others.

 

6. Take pleasure in this learning experience! I look forward to sharing this learning experience with you, as we critically evaluate and reflect upon key issues in public health nutrition and develop useful and transferable skills in health promotion program planning.

 

 

ACADEMIC INTEGRITY: Academic honesty is a core value of scholarship. Students are reminded of the importance of academic integrity and of the University’s regulations regarding academic misconduct and plagiarism, including disciplinary measures: Ignorance of the appropriate standard of academic honesty is no defense to an allegation of Academic Misconduct. Academic Misconduct that is subject to penalty includes, but is not limited to, the following:

1. 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 instructor’s 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 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 work with honesty and integrity. Appropriately acknowledge sources of information and ideas. Make sure you take every effort to avoid what could be considered plagiarism! Discuss course work with classmates and learn from each other as you complete your group project – but complete all quizzes and other individual assessments independently without engaging your peers.