Course Guide for Nutrition 477/AFNS 577

NUTR 477 Advanced Community Nutrition, September 2 2019 Dr. Anna Farmer University of Alberta, Department of Agricultural, Food and Nutritional Science 1

Course Guide for Nutrition 477/AFNS 577

Advanced Community Nutrition

Fall 2019

Instructor: Anna Farmer, PhD, MPH, RD Associate Professor Dept. of Agricultural, Food and Nutritional Science Office: ECHA 4-370 Office Hours: 11-12 pm Thursday and by appointment Email: [email protected] [contact through Moodle (eclass) email account] Teaching Assistant: Melissa Fernandez, PhD, RD Post-Doctoral Fellow, School of Public Health Office: ECHA 4-341 Office Hours: By appointment Email: [email protected] [contact through Moodle (eclass) email account]

mailto:[email protected]

mailto:[email protected]


Nutrition 477/AFNS 577 Advanced Community Nutrition Fall 2018 Lecture Schedule: Tuesday and Thursday, 9:30-10:50 a.m., ECHA L1- 220 Lab: Wednesday, 2-5 p.m. at community agency placement or ECHA 1-182 (see below for more detail). Also, please refer to the syllabus for specific locations for the different lab sessions (i.e., cooking with disabilities, collective kitchen, etc). Office Hours: Thursday 11-12 pm or by appointment. Please email the instructor/TA to arrange a time if you need to meet outside of office hours. Course Outline: This course builds on concepts learned in NU FS 377 “Introduction to Nutrition in the Community” that relate to health promotion, food security, nutrition and food and nutrition policy, program planning and evaluation and community needs assessments. Field trips places and events that relate to community nutrition. This course will be offered in a seminar format with instructor, guest and student presentation and discussions on specific topics relevant to community nutrition. Students will be expected to use the assigned weekly lab time to share their nutrition knowledge and skills within a pre-approved community agency placement. Learning Objectives: By the end of the semester, students will have demonstrated their ability to:

1. Understand the core attitudes and values shared by public nutrition professionals

2. Apply nutrition knowledge and skills in a community setting

3. Promote nutrition health promotion and disease prevention in the community

4. Develop and implement strategies to promote health healthy food choices and healthy eating behaviours

5. Conduct assessments to determine needs for community-based food and nutrition programs and services

6. Plan, implement and evaluate community-based food and nutrition programs and services

7. The role of policy and how food and nutrition policy is developed in Canada

8. Food and nutrition surveillance and monitoring as it relates to planning, policy analysis, program evaluation,

advocacy and research

9. Understand the processes and roles of partnership, collaboration, community development and advocacy to

improve the health and well-being of the population through food and nutrition strategies

10. Understand the complexities of working within a community agency

11. Develop professional skills in preparing a situational analysis (needs assessment), leading class discussions

and preparing presentations


Date Topic

Sept 3 Overview of public health nutrition practice in Canada

Sept 4 (2-4:30 pm) LAB: Alberta Nutrition Guidelines for Children and Youth and Resources, Michelle Letourneau, RD, Alberta Health Services. Meet in ECHA L1-270 (Computer lab)

Sept 5 Dietary assessment and surveillance at the population level

Sept 10 Overview of comprehensive school health, Cheryl Shinkaruk, Manager, Programs and Projects, Edmonton Catholic Schools

Sept 11 (2-5 pm) LAB: Working with clients with disabilities, Karin Werther MSc OT, Room 3-26 Corbett Hall

Sept 12 Community nutrition models for health promotion

Sept 17 Nutrition program planning and interventions

Sept 18 (2-5 pm) LAB: How to conduct a grocery shopping tour, Leslie Slubik, RD 10180 109 St Save On Foods (Jasper Ave). Take Corona LRT. There will be two tours- sign up on eClass. (Need a Save-On-Foods card in advance to the tour – apply for one at SOF no cost)

Sept 19 Nutrition program planning and logic models

Sept 24 Population and public health nutrition, Sheila Tyminski, MEd, RD, Director, Population and Public Health Nutrition, Alberta Health Services

Sept 25 (2-430 pm) LAB: Nutrition education and teaching strategies (ECHA 1-182)

Sept 26 Nutrition program implementation and evaluation at Dairy Farmers of Canada, Lindsay Buchanan RD, Dairy Farmers of Canada

Oct 1 Introduction to community nutrition program and grant writing

Oct 2 (2-5 pm) LAB: Collective Kitchens: How to conduct a collective kitchen in the community. Meet at Ag-For 2-36, Foods Lab Wear closed toe shoes & bring apron.

Oct 3 Searching the gray literature and community nutrition programs, Jessica Thorlakson, MLIS Meet in ECHA LI-250 (computer lab)

Oct 8 Nutrition interventions at the organizational level: measures and impact

Oct (2-5 pm) LAB: School Placement (School placement begins)

Oct 10 Food sovereignty interventions and Indigenous populations. Noreen Willows, PhD, and Rosanne Blanchet, PhD, RD

Oct 15 Community Responses to Food Insecurity – Madi Corry, Programs Manager, Campus Food Bank, University of Alberta

Oct 16 (2-5 pm) LAB: School Placement

Oct 17 Food costing and food insecurity community indicators

Oct 22 Quantitative approaches to evaluation: Satisfaction questionnaire development


Oct 24 Qualitative approaches to evaluation: Focus groups and interviews

Oct 29 Dietary habits of Canadians: The dietary sodium controversy


Oct 31 Nutrition interventions and opportunities for interventions, Melissa Fernandez, PhD, RD

Nov 1*** 1-5 pm

Please note this class will be held on a Friday - Interprofessional event with Faculty of Rehabilitation Medicine Corbett Hall (Room to be confirmed)

Nov 5 Measuring impacts of food environments, interventions and policies, Melissa Fernandez, PhD, RD

Nov 6 (2-5 pm) LAB: School Placement

Nov 7 Nutrition policies and programs in Alberta, Government of Alberta, Health, Wellness and Health Promotion Branch, Pat Martz, RD

Nov 11-15 NO CLASSES – FALL READING WEEK

Nov19 Advocating and influencing nutrition policies

Nov 20 (2-5 pm) LAB: School Placement

Nov 21 Food literacy in child cares

Nov 26 Use of social media in nutrition practice, Paulina Blanco, MSc

Nov 27 (2-5 pm) LAB: School Placement (Placement Ends)


Weekly Schedule and Topic Assignments and Marking Criteria

Activity Value Due

Class Participation/blog post on readings Attendance at IP event with Rehab Medicine and reflection Nov 1 1-5 pm (Note this will take place on **Friday**)

15%

5%

3 blogs:

Sept 11: Working with clients with disabilities

October 15: Community responses to food insecurity

November 19: Advocating and influencing nutrition policies

Field Placement a) Field Placement Work plan b) Field Placement Performance Evaluation (completed by

school placement supervisor) c) Final Report

40% (5%)

(25%)

(10%)

October 3 November 30 November 30

Community Nutrition Placement Presentation 10% December 5

Community Nutrition Planning and Evaluation

a) Program Program Logic Model b) Program Plan Summary c) Full Program Development and Evaluation

30%

(10%) (10%) (10%)

October 9 October 24 December 6

*Refer to the Assignment Handbook for a more detailed description of the assignments, worksheets/templates and evaluation criteria for assignments.

Nov 28 Public Health Nutrition: An overview of international and global perspectives. Fatheema Begum PhD, RD. Post-Doctoral Fellow, School of Public Health

Dec 3 Public Health Nutrition: An international and global perspective - Kitchen Gardens in Kolli Hills, India. Dr. Fatheema Begum, Post-Doctoral Fellow, School of Public Health

Dec 4 (2-5 pm) Field Placement Presentations – Sign-up on eClass (Guest: Cheryl Shinkaruk, Edmonton Catholic Schools) Meet in ECHA 1-182

Dec 5 Continuation of School Placement Presentations as needed. Full Program Evaluation due. Submit to eClass assignment box.


Integrated Competencies for Dietetic Education and Practice and Assessment

ICDEP Foundational Knowledge Content Area

Level Learning Objectives

Form of Instruction and Assessment

Professional Practice

1.04 Practice within limits of individual level of professional knowledge and skills (a,b)

1.12 Contribute to advocacy efforts related to nutrition and health (a,b)

Reflective practice

Ethical conduct

Strategies for assessing and enhancing approaches to practice

Advocacy

3

3

3

1

1

Field Placement Performance Evaluation (rubric)

Communication and Collaboration

2.01 Select appropriate communication strategies (a,b)

2.02 Use of effective written materials (a-g)

2.05 Contribute to the learning of others (a,b,d, f, j, l)

2.06 Contribute productively to teamwork and collaborative processes (a-i)

Strategies for effective oral/written/inter-personal communication

Inter-professional communication

Team functioning

Collaborative leadership

3

3

2

1 Field Placement Presentation (rubric)

Peer Evaluation of Field Presentation (rubric)

Weekly blogs (reflections on weekly readings posted on eClass)

Interdisciplinary seminar with Speech/Physio/OT/Nutrition - case-based scenarios

Field Placement plan and experience

Population and Public Health

4.01 Assess food and nutrition related issues of groups, communities and populations (a, c, e, g, I, k, m,o)

4.02 Develop population health plan (a,c,f)

4.03 Implement population health plan (a)

4.04 Evaluate and modify population health as appropriate (a)

Strategies for public and population health including health (promotion, education, advocacy, community development and partnerships (17b)

Policies, standards and guidelines for public health nutrition (17c)

Program planning in public and population health (17e)

Social justice, diversity and equity in society

3

3

3

3

3

2-11 Field Placement (8 weeks in a community setting)

Field placement plan assignment

Program Development and Evaluation assignment

Program Logic Model assignment

Collective kitchen/Menu planning on a budget

The Last Straw board game

*Dietitians of Canada and Alliance of Canadian Regulatory Bodies. 2013. The Integrated Competencies for Dietetic Education and Practice. This document is available at the Partnership for Dietetic Education and Practice Website at http://www.pdep.ca or Dietitians of Canada Website at http://www.dietitians.ca/About-Us/What-We-Do/Accreditation.aspx

http://www.dietitians.ca/About-Us/What-We-Do/Accreditation.aspx


Attendance at Labs: Students are expected to complete a minimum of 3 hours weekly in a pre-approved community agency as substitution for lab attendance. Students are free to put in additional time if they choose. Placement matching will occur during the first two weeks of classes. Required readings: The list of weekly readings will be posted to the EClass Website. There is no required text book for the course. Lectures and class participation: Students are expected to attend all classes and to participate fully in class discussions and presentations. Given this is a seminar/lecture course, students will be expected to engage in discussions. Other course information: Students will be expected to have a working knowledge of Moodle. Students need to know how to access the information posted on the Website and will be expected to check the Website for weekly updates. Should students have any questions during the semester, or would like to meet with the instructor or the TA, please send emails to the instructor and the TA to the email account in Moodle. The instructor and the TA will do their best to respond to your email within 1-2 working days and in a timely fashion. Lecture notes and PowerPoint presentations given in class will be posted in Moodle whenever possible. Please be advised that these PowerPoint presentations are intended as a supplement to student notes and serve to fill in gaps should students miss a lecture. However, students are expected to supplement any presentations with their own notes. Late assignments: Written assignments are due on the above dates at the beginning of class. Assignments handed in after class will be considered 1 day late. There will be no extensions to due dates without a valid reason. Late assignments will lose a value of 10% per day late. General information about assignments: Only an electronic copy of the assignment will be accepted. It is part of my philosophy to work in a paperless environment as much as possible and to reduce waste. Student feedback and quality of learning: Student feedback is highly valued and students will have several opportunities throughout the term to provide such feedback on the quality of instruction. Please feel free to make an appointment to discuss your progress with your instructor or course teaching assistant. Student evaluations are an excellent way to provide feedback on instructors, teaching assistants and course and are used to make improvements to various aspects of the course. There will be a mid-course evaluation which is anonymous and will students with an opportunity to provide some feedback to the instructor. Electronic devices: Electronic devices during examinations are restricted.

“Policy about course outlines can be found in Section 23.4(2) of the University Calendar.” (GFC 29 SEP 2003) Grading scheme: "Raw marks will be assigned to reflect performance on each component of the course. Letter grades will be assigned only to the final distribution of mark totals. There are no predetermined cut lines for final grade assignment." Academic dishonesty (Plagiarism/Cheating): The University of Alberta’s Code of Student Behavior provides penalties for plagiarism, cheating and other academic offences, which range from written reprimands to expulsion from the University. Such behaviors will not be tolerated in


this course and will be dealt with according to the University’s Guidelines for Instructors Regarding Plagiarism and Cheating. For more information on what constitutes plagiarism and/or cheating, please see me or your T.A. “All students at the University of Alberta are subject to the Code of Student Behaviour, as outlined at: http://www.governance.ualberta.ca/en/CodesofConductandResidenceCommunityStandards/CodeofStudentBehaviour.aspx. Please familiarize yourself with it and ensure that you do not participate in any inappropriate behavior as defined by the Code. Key components of the code include the following statements. 30.3.2(1) Plagiarism: No Student shall submit the words, ideas, images or data of another person as the Student’s own in any academic writing, essay, thesis, project, assignment, presentation or poster in a course or program of study. 30.3.2(2) c Cheating: No Student shall represent another’s substantial editorial or compositional assistance on an assignment as the Student’s own work. Please speak with me if you have any questions or concerns about the Code, particularly as it pertains to assignments, Internet research and your literature review. Guidelines for Preparing Assignments

Typing All assignments and examinations must be typed. Use a 12-point font size. Double space all text. Margin size should be minimum of 1 inch (top, bottom, left, right) Style All assignments and examinations should start with a cover or title page, listing the title of the paper, NUTR 477,

your name, and student ID number. References should be cited in the text (e.g., Farmer, 2012). The end of the paper should include a reference

section, starting on a new page, and listing the reference articles cited in the main text. Use a consistent style throughout the paper. Adopt whatever style guidelines that you prefer such as the

American Psychological Association (APA), or Vancouver some other format. It is important to be consistent. All assignments will be marked on language use, grammar, spelling, paragraph construction in addition to the

content Judicious use of section and/or subsection headings can often strengthen a paper by highlighting its organization. Use of reference material Feel free to use whatever reference articles you find helpful to make your points. This can include articles and

materials used in the course, supplemental readings, or other materials you have discovered on your own initiative.

General advice Use your good judgment by writing the paper in sufficient length to address the topic(s) and question(s) asked.

Remember, too little information can be a problem, as can too much information, or redundant information. Strive for clear, well-constructed writing that communicates your thoughts directly. Simplify your sentences


whenever possible

Overview of Course Lectures and Readings

September 3: Overview of public health nutrition practice in Canada Academy of Nutrition and Dietetics. Position of the Academy of Nutrition and Dietetic: The role of nutrition in health promotion and chronic disease. Journal of the Academy of Nutrition and Dietetics, 2013; 113: 972-979. Fox A, Chendall C, Traynor M, Scythes C, and Bellman J. Public health nutrition practice in Canada: a situational assessment. Public Health Nutrition, 2008; 11(8):773-781. Dietitians of Canada. (2010). Public Health Nutrition Practice Scenarios. A Workforce Development and Professional Practice Tool. September 4: Alberta Nutrition Guidelines for Children and Youth (Computer Lab, ECHA LI-270) Alberta Nutrition Guidelines for Children and Youth (http://www.health.alberta.ca/documents/Nutrition-Guidelines-Children-AB-2011.pdf Downs S, Farmer A, Quintanilha M, Berry T, Mager D, Willows N and McCargar L. Alberta Nutrition Guidelines for Children and Youth: awareness and use in schools. Canadian Journal of Dietetic Practice and Research, 2011;72(3):137-140.

Downs S, Farmer A, Quintanilha M, Berry T, Mager D, Willows N and McCargar L. From paper to practice: barriers to adopting nutrition guidelines in schools. Journal of Nutrition Education and Behavior, 2011; 44(2):114-122. http://login.ezproxy.library.ualberta.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsggo&AN=edsgcl.286258716&site=eds-live&scope=site September 5: Dietary assessment and surveillance at the population level

Elvidge Munene L-A, Dumais L, Esslinger K, Jones-McLean E, Mansfield E, Verreault M-F, Villeneuve M, Miller and St-Pierre S. A surveillance tool to assess diets according to Eating Well with Canada’s Food Guide. Health Reports, 2015; 26(11):11-20.

Jessri M, Nishi S and L’Abbe M. Assessing the nutritional quality of diets of Canadian adults using the 2014 Health Canada Surveillance Tool Tier System. Nutrients, 2015, 7: 10447-10468.

Jessri M and L’Abbe M. The time for an updated Canadian Food Guide has arrived. Applied Physiology, Nutrition and Metabolism, 2015; 40:854-857.

Anderson L, Mah C and Sellen D. Eating Well with Canada’s Food Guide? Authoritative knowledge about health among newcomer mothers. Appetite, 2015; 91:357-365.

http://www.health.alberta.ca/documents/Nutrition-Guidelines-Children-AB-2011.pdf

http://www.health.alberta.ca/documents/Nutrition-Guidelines-Children-AB-2011.pdf

http://login.ezproxy.library.ualberta.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsggo&AN=edsgcl.286258716&site=eds-live&scope=site

http://login.ezproxy.library.ualberta.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsggo&AN=edsgcl.286258716&site=eds-live&scope=site


September 10: Comprehensive School Health

Comprehensive School Health (http://www.jcsh-cces.ca/index.php/about/comprehensive-school-health)

Roberts E, McLeod N, Montemurro G, Veugelers P, Gleddie D and Storey K. Implementing comprehensive school healthin Alberta, Canada: the principal’s role. Health Promotion International, 2016; 31:915-924. Storey K, Montemurro G, Flynn J, Schwartz M, Wright E, Veugelers P and Roberts E. Essential conditions for the implementation of comprehensive health to achieve changes in school culture and improvements in health behaviours of students. BMC Public Health, 2016; 16: 1133. Stolp S, Wilkins E and Raine K. Developing and sustaining a healthy school community: Essential elements identified by school health champions. Health Education Journal, 2015; 74(3):299-311. Ofsoa Naadu N, Ekwaru JP, Bastian A, Loehr S, Storey K, Spence J, and Veugelers JP. Long-term effects of comprehensive school health on health-related knowledge, attitudes, self-efficacy, health behaviours and weight status of adolescents. BMC Public Health. 2018; 18:515. September 11: BLOG DUE Working with clients with disabilities

Johnson C, Hobson S, Garcia A, and Matthews J. Nutrition and food skills education for adults with developmental disabilities. Canadian Journal of Dietetic Practice and Research, 2011; 72: 7-13.

Lancioni G and O`Reilly M. Teaching food preparation skills to people with intellectual disabilities: A literature overview. Journal of Applied Research in Intellectual Disabilities, 2002; 15:236-253.

Porter J, Capra S and Watson G. An individualized food-skills programme: Development, implementation and evaluation. Australian Occupational Therapy Journal, 2000; 47: 51-61.

Goldschmidt J and Song H-J. Development of cooking skills as nutrition intervention for adults with autism and other development disabilities. Journal of the Academy of Nutrition and Dietetics. 2017;117 (5):671-679. September 12: Community nutrition models for health promotion Gregson J, Foerster S, Orr R, Jones L, Benedict J, Clarke B, Hersey J Lewis J and Zotz K. System, environmental, and policy changes: Using the Social-Ecological Model as a Framework for evaluating nutrition education and social marketing programs with low-income audiences. Journal of Nutrition Education, 2013:S4-S15. Larsen A, Liao Y, Alberts J, Huh J, Robertson T, and Dunton G. RE-AIM analysis of a school-based nutrition education intervention in kindergarteners. Journal of School, 2017; 87: 36-46. Taylor N, Sahota P, Barber S, Loach J, Louch G, and Wright J. Using intervention mapping to develop culturally appropriate intervention to prevent childhood obesity: the HAPPY (Healthy and Active Parenting Programme for early Years) study. International Journal of Behavioral Nutrition and Physical Activity, 2013; 10:142. Brug J, Oenema A, and Ferreira I. Theory, evidence and Intervention Mapping to improve behavior nutrition and physical activity interventions. International Journal of Behavioral Nutrition and Physical Activity, 2005; 2:2.

http://www.jcsh-cces.ca/index.php/about/comprehensive-school-health


September 17/19 Nutrition program planning and logic models Medeiros L, Butkus S, Chipman H, Cox R, Jones L, Little D. A logic model framework for community nutrition education. Journal of Nutrition Education and Behavior, 2005; 37: 197-202. De-Regil L. Pena-Rosas J, Flores-Ayala R and del Socorro Jeffers. Development and use of the generic WHO/CDC logic model for vitamin and mineral interventions in public health programmes. Public Health Nutrition, 2014; 17(3): 634-639. Linnan L & Steckler A. Process evaluation for public health interventions and research: An overview. In: Steckler A, & Linnan L. (Eds.). Process Evaluation for Public Health Interventions and Research. San Francisco: Jossey-Bass, 2002. September 18 How to conduct a grocery shopping tour Ruhs B. Hosting supermarket tours. Today’s Dietitian, 2014, 17(11):40. https://www.todaysdietitian.com/newarchives/1115p40.shtml Liberato S, Baillie R, and Brimblecombe J. Nutrition interventions at point-of-sale to encourage healthier food purchasing: A systematic review. BMC Public Health. 2014;919. Olstad D, Crawford D, Abottt G, McNaughton S, Le H, Mhurchu C, Pollard C and Ball K. The impact of financial incentives on participants’ food purchasing patterns in a supermarket-based randomized controlled trial. International Journal of Behavioral Nutrition and Physical Activity. 2017;14:115. Hartmann-Boyce J, Bianchi F, Piernas C, Riches S Frie K, Nourse R, and Jebb S. Grocery store interventions to change food purchasing behaviors: A systematic review of controlled trials. American Journal of Clinical Nutrition. 2018; 107:1004-1016. September 24: Population and public health nutrition interventions at Alberta Health Services, Nutrition Services Rose G. Sick populations, sick individuals. International Journal of Epidemiology. 1985, 12:32-38 Ontario Agency for Health Protection and Promotion (Public Health Ontario), Lu D, Tyler I. Focus on: A proportionate approach to priority populations. Toronto, ON: Queen’s Printer for Ontario; 2015. Welch V, Petkovic J, Pardo P, Rader t & Tugwell P. Interactive social media interventions to promote health equity: an overview of reviews. Health Promotion and Chronic Disease Prevention in Canada. 2016;36(4):63-75. September 25 Nutrition education and teaching strategies See eClass folder

https://www.todaysdietitian.com/newarchives/1115p40.shtml


September 26 Nutrition programs implementation and evaluation at Dairy Farmers of Canada

Lytle L, Eldridge A, Kotz K, Piper J, William S, and Kalina B. Children’s interpretation of nutrition messages. Journal of Nutrition Education. 1997; 29: 128-136.

October 1 Introduction to community nutrition proposal writing Grant writing. (http://guides.library.ualberta.ca/content.php?pid=248292&sid=2309514) Grant writing tip sheets. (http://www.gradstudies.ualberta.ca/profdev/communication.htm October 2 Collective Kitchens (Ag-For Foods lab 2-36) Engler-Stinger R and Berenbaum S. Food and nutrition-related learning in collective kitchens in three Canadian cities. Canadian Journal of Dietetic Practice and Research, 2006; 67(4) 178-183. Collective Kitchen Manual. Everything you need to know to start, run and maintain a collective kitchen! (2014). Nutrition Services, Population and Public Health. Alberta Health Services (123 pp).

October 3 (ECHA Computer lab LI-270) Searching the gray literature and community nutrition interventions and programs Bannon P, Taylor C and Coates P. Use and applications of systematic reviews in public health nutrition. Annual Reviews of Nutrition, 2014; 401-419. October 8 Nutrition interventions at the organizational level: measures and impact Farmer A, Nikolopoulos H, McCargar L, Berry T Mager D. Organizational characteristics and processes are important in the adoption of the Alberta Nutrition Guidelines for Children and Youth in child care centres. Public Health Nutrition, 2015; 18(9): 1593-1601. Nikolopoulos H, Farmer A, Berry T, McCargar L, and Mager D. Perceptions of the characteristics of the Alberta Nutrition Guidelines (ANGCY) by child care providers may influence early adoption. Maternal and Child Health, 2012; DOI:10.1111/j.1740-8709.2012.00460.x. October 10 Food sovereignty interventions and Indigenous populations Rudolph, K. R., & McLachlan, S. M. (2013). Seeking Indigenous food sovereignty: origins of and responses to the food crisis in northern Manitoba, Canada. Local Environment, 18(9), 1079-1098, https://www.tandfonline.com/doi/full/10.1080/13549839.2012.754741

http://guides.library.ualberta.ca/content.php?pid=248292&sid=2309514

http://www.gradstudies.ualberta.ca/profdev/communication.htm

https://www.tandfonline.com/doi/full/10.1080/13549839.2012.754741


Kamal, A. G., Linklater, R., Thompson, S., Dipple, J., & Ithinto Mechisowin Committee. (2015). A recipe for change: reclamation of Indigenous food sovereignty in O-Pipon-Na-Piwin Cree Nation for decolonization, resource sharing, and cultural restoration. Globalizations, 12(4), 559-575, https://www.tandfonline.com/doi/full/10.1080/14747731.2015.1039761 Cidro, J., Adekunle, B., Peters, E., & Martens, T. (2015). Beyond food security: Understanding access to cultural food for urban Indigenous people in Winnipeg as Indigenous food sovereignty. Canadian Journal of Urban Research, 24(1), 24-43, file:///C:/Users/nwillows/Downloads/9-1-36-1-10-20151009.pdf October 15 BLOG DUE Community responses to food insecurity: Campus Alberta Food Bank Cooksey-Stowers K, Read M, Wolff M, Martin K, McCabe M, and Schwartz M. Food pantry staff attitudes about using a nutrition rating system to guide client choice. Journal of Hunger & Environmental Nutrition. 2019; 14:1-2, 35-39. Lee SD, Hanbazaa M, Ball GDC, Farmer A, Maximova K, and Willows N. Food insecurity among postsecondary students in developed countries:A narrative review. British Food Journal. 2018;120(11): 2660-2680. Lee SD, Ball GDC, Farmer A and Willows N. Exploring the experience of food insecurity among university students caring for children. Journal of Hunger & Environmental Nutrition. 2018;1-12. Loopstra and Tarasuk V. Perspectives on community gardens, community kitchens and the community good food box. Canadian Journal of Public Health, 2013 (104):e55-57. Recommending reading (not required) HungerCount 2018. Food Banks Canada.( https://hungercount.foodbankscanada.ca/). October 17 Food costing and community food insecurity indicators

Slater J and Yeudall F. Sustainable livelihoods for food and nutrition security in Canada: A conceptual framework for public health research, policy and practice. Journal of Hunger & Environmental Nutrition, 2015; 10(1):1-21. Recommending reading (not required)

Growing Food Security in Alberta (www.foodsecurityalberta.org)

Resetting the Table: The People’s Food Policy. (https://foodsecurecanada.org/)

The Six Pillars of Food Sovereignty (https://foodsecurecanada.org/resources-news/resources-research/six-pillars-food-sovereignty)

BC Ministry of Health. (2008). Community Food Assessment Guide.

BC Ministry of Health. Community Food Assessment System: A companion tool for the guide. (2008).

Public Health Agency of Canada: Canadian Best Practices Portal. Community Food Security Indicators.

https://www.tandfonline.com/doi/full/10.1080/14747731.2015.1039761

https://hungercount.foodbankscanada.ca/

http://www.foodsecurityalberta.org/

https://foodsecurecanada.org/

https://foodsecurecanada.org/resources-news/resources-research/six-pillars-food-sovereignty

https://foodsecurecanada.org/resources-news/resources-research/six-pillars-food-sovereignty


October 22 Quantitative approaches to evaluation: Satisfaction questionnaire development No readings

October 24 Quantitative approaches to evaluation: Focus groups interviews Harris J, Gleason P, Sheehan P et al. An introduction to qualitative research for food and nutrition professionals. Journal of the American Dietetic Association, 2009; 80-90. Dishad R and Latif M. Pakistan. Focus group interview as a tool for qualitative research: an analysis. Journal of Social Science, 2013;33(1): 191-198. Jessri M, Farmer A, and Olson K. Exploring Middle Eastern Mothers' Perceptions and Experiences of Breastfeeding in Canada: An ethnographic study. Maternal and Child Nutrition, 2012; DOI: 10.1111/j.1740-8709.2012.00436.x October 29 Dietary habits of Canadians: Sodium reduction controversy Farmer A and Mager D. 2011. Sodium Issues for Canadians. Dietetic Current: Inside Story. September, e1-e7. Dietitians of Canada. (available online on eClass) Arcand J, Au J, Schermel A and L’Abbe M. A comprehensive analysis of sodium levels in the Canadian packaged food supply. American Journal of Preventive Medicine, 2014; 46: 633-642. McLaren L, Heidinger S, Dutton D, Tarasuk V and Campbell NR. A repeated cross-sectional study of socio-economic inequities in dietary sodium consumption among Canadian adults: Implications for national sodium reduction strategies. International Journal of Health Equity, 2014; 13:44. Shi Y, de Groh M, Morrison H, Robinson M, and Vardy L. Dietary sodium intakes of Canadians with and without hypertension. Chronic Disease in Canada. 2011, 31; 79-87. Recommended reading (not required) Health Canada. 2010. Sodium reduction strategies for Canada. (http://publications.gc.ca/collections/collection_2010/sc-hc/H164-121-2010-eng.pdf) October 31: Nutrition interventions and opportunities for interventions Lake AA. Neighbourhood food environments: food choice, foodscapes and planning for health. Proc Nutr Soc. 2018;77(3):239-46 Browning H, Laxer R, and Janssen I. Food and eating environments in Canadian schools. Canadian Journal of Dietetic Practice and Research, 2013; 74(4):160-166. Swinburn BA, Kraak VI, Allender S, Atkins VJ, Baker PI, Bogard JR, et al. The Global Syndemic of Obesity, Undernutrition, and Climate Change: The Lancet Commission report. Lancet. 2019;393(10173):791-846.

http://publications.gc.ca/collections/collection_2010/sc-hc/H164-121-2010-eng.pdf

http://publications.gc.ca/collections/collection_2010/sc-hc/H164-121-2010-eng.pdf


November 5 Measuring impacts of food environments, interventions and policies Swinburn B, Vandevijvere S, Kraak V, Sacks G, Snowdon W, Hawkes C, et al. Monitoring and benchmarking government policies and actions to improve the healthiness of food environments: a proposed Government Healthy Food Environment Policy Index. Obesity Reviews. 2013; 14:24-37. Fernandez MA, Raine KD. Insights on the Influence of Sugar Taxes on Obesity Prevention Efforts. Current Nutrition Reports. 2019;8 Scourboutakos MJ, Orr S, Hobin E, Murphy SA, Manson H, L'Abbé MR. Assessing the Early Impact of Menu-Labeling on Calories in Chain Restaurants in Ontario, Canada. American Journal of Preventive Medicine. 2019;56(6):e195-e203. November 7 Nutrition policy making at Government of Alberta Slavin JL. The challenges of nutrition policy making. Nutrition Journal, 2015; 14:15 November 11-15: Fall Study Break (No classes) November 19 BLOG DUE Advocating and influencing nutrition policies Dietitians of Canada. Advocacy / Public Affairs Knowledge Pathway In: Practice-based Evidence in Nutrition [PEN]. 2012 May 17 [cited 2016 Aug 30]. Peregrin T. Helping grassroots advocacy efforts take root. Journal of the American Dietetic Association, 2011; 111: 356-358. World Health Organization. Stop the global epidemic of chronic disease: a practical guide to successful advocacy. Recommended (not required) Dietitians of Canada. Development Guidelines for Position Role Papers and Public Statements. 2016 February [cited 2016 Aug 30]. Johnson SA. Public health advocacy. Edmonton, Alberta: Healthy Public Policy – Alberta Health Services; 2009. November 21: Food literacy and interventions in child cares Truman E, Lane D and Elliott C. Defining food literacy: a scoping review. Appetite, 2017; 365-371 Vigden HA and Gallegos D. Defining food literacy and its components. Appetite, 2014; 76; 50-59. Verlardo S. The nuances of health literacy, nutrition literacy and food literacy. Journal of Nutrition Education and Behavior, 2015; 47: 385-389.


McKay K and Nigro S. Policy at play: the implementation of Healthy Eating and Active Living Guidelines in municipal child cares. Canadian Journal of Public Health, 2016; 107: e556 - e561. Whitley C, and Matwiejczyk L. Preschool program improves young children’s food literacy and attitudes to vegetables. Journal of Nutrition Education and Behavior, 2015; 47:397-399. November 26 Use of social media in nutrition and health promotion Helm J, Jones RM. Practice Paper of the Academy of Nutrition and Dietetics: Social Media and the Dietetics Practitioner: Opportunities, Challenges, and Best Practices. Journal of Academy and Nutrition in Dietetics. 2016 Nov;116(11):1825-1835.

Kite J, Foley BC, Grunseit AC & Freeman B. Please like me: Facebook and public health communication. PLoS One 11(9): e0162765.doi:10.1371/journal.pone.0162765. Neiger BL, Thackeray R, Van Wagenen SA, Hanson CL, West JH, Barnes MD, et al. Use of Social Media in Health Promotion. Health Promot Pract [Internet]. 2012Mar;13(2):159–64. Available from: http://journals.sagepub.com/doi/10.1177/152483991143346. Tobey LN, Manore MM. Social media and nutrition education: the food hero experience. Journal of Nutrition Education & Behavior. 2014 Mar-Apr;46(2):128-33. November 28 Public Health Nutrition: An overview of international and global perspectives Thompson, Brian & J. Cohen, Marc & Meerman, Janice. (2012). Chapter 3: World Food Insecurity and Malnutrition: Scope, Trends, Causes and Consequences. 21-41. Gould J. Nutrition: A world of insecurity. Nature. 2017; 544:S6-S7. December 3 Public Health Nutrition: An international and global perspectives – Kitchen Gardens in Kolli Hills, India Huang T, Farmer A, Goddard E, Willows N, and Subhan F. An ethnographic exploration of perceptions of changes in dietary variety in the Kolli Hills, India. Food Security. 2017; 9:759-771.

HAVE A HAPPY AND PRODUCTIVE SEMESTER!

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Course Guide for Nutrition 477/AFNS 577

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