Community Nutrition N336 Class Number 17806 Fall 2007 Tuesdays and Thursdays, 4:00-5:15 p.m., ED 1230 3 credits

Instructor: Victoria M. Getty, M.Ed., R.D. Address for mail: HPER Building 116; 855-1531; e-mail: [email protected] Office location: 201 Woodlawn House (309 Woodlawn Ave., which is the little red house near the corner of Woodlawn Ave. and 7th St.) Office hours: Mondays 2:30 to 3:30 p.m. and Thursdays 1:30-3:00 p.m. or by appointment. Sign up on my office door for a specific office appointment during these posted times, or contact me for an appointment outside normal office hours. Class objectives: 1. Students will plan the community assessment, development, implementation, evaluation, and budget for a targeted community nutrition intervention, and will write a mock grant proposal to fund their plan. 2. Students will be able to describe trends in U.S. health care policy and administration as related to nutrition needs and services in the community. 3. Students will be able to describe eligibility criteria and services available through community nutrition programs. 4. Students will be able to identify the most common nutritional problems of pregnant women, infants, children, adolescents, adults, the elderly, and the hungry (low income) and relate these to the Healthy People 2010 nutrition-related health objectives for the nation. 5. Students will develop an appreciation for the difficulty of meeting nutritional needs on a limited income budget. 6. Students will be able to identify the major historical and current U.S. diet and health surveys used in nutrition monitoring and assessment. 7. Students will be able to identify principles of public policy development and identify major components of current U.S. policy concerning nutrition and food security. 8. Students will be able to describe major sociocultural/ethnic foodways found in the U.S. 9. Students will utilize volunteer service learning experiences in local community programs to develop skills in analysis and delivery of nutrition services to needy individuals and families. This course addresses ADA FKS in the areas of Communications knowledge and ability, Social Sciences knowledge, Research knowledge, Food knowledge, Nutrition knowledge, Management knowledge and ability, and Health Care Systems knowledge.

Required materials: Text: Boyle, M.A. and D.H. Holben. Community Nutrition in Action, 4th ed., Thomson/Wadsworth, Belmont, CA 2006. Incomplete PowerPoint files for the lectures are available via the class webpage at http://www.indiana.edu/~nutrvmg/n336. Use of this resource is optional, but recommended to facilitate note-taking and class discussions. A supplementary book—Kittler and Sucher. Food and Culture in America, Van Nostrand Reinhold, New York—is on reserve in the HPER Library under my name.

Course requirements: 1. Attendance and participation (30 points): Students are expected to attend class on time, to do assigned readings, and to participate in class discussions and activities, including a short reflection paper after each guest speaker. A student may miss one of these attendance activities without penalty. Students are expected to do the required readings before the class for which they are assigned. 2. Worksheets (70 points): Students will complete worksheets as assigned for each chapter of the text. These activities, worth 5 points each, will primarily cover material in the reading assignments. The top 14 of the 18 worksheets will count toward the final grade (the worksheet on chapter 9 is not optional). No make-up work will be allowed. 3. Exams (200 points): Students will take one midterm and one final exam. On exams, students will be responsible for material covered in class, in the textbook, and through the class speakers and activities. The final exam is mandatory and comprehensive, and students will have the full two-hour final exam period. No make-up exams will be allowed, unless arranged beforehand or in case of an extremely valid and verifiable emergency. 4. There are three other activities that will require time outside of class to complete. A. Community Intervention Design Project (160 points): Students will work in pairs on this project, which will be completed like building blocks, each section building upon the previous section. It will take the whole semester to plan and execute. Each section when handed in will be reviewed primarily for completeness and returned with corrections/ suggestions and the number of points received. All previous sections must be handed in with each new section due. See attached for details. B. Community learning experiences (20 pts): Preferably in pairs or small groups, all students will be assigned to volunteer once for the Hoosier Hills Food Bank and once for one other community nutrition program. Details and sign ups will be provided in class. You will: 1) sign in at each site 2) hand in notes after each volunteer shift (2 points each) 3) provide a short overview of your community program (as a group) and discuss your experiences during class on November 27 (6 pts); and 4) hand in a final reflection paper summarizing your observations and feelings about your experiences (10 pts). The questions to which you should respond will be available from the class webpage.

Contact information is as follows: --Hoosier Hills Food Bank (615 N. Fairview; contact is the volunteer coordinator at 334-8374). The Meal Share program runs M, W, F from 5:30 or 6:00 until finished. N336 is responsible for the Meal Share program on the 3rd Friday of Sept, Oct, and November. In lieu of one Meal Share shift, you may sign up to man the Hoosier Hysteria food drive on a Friday in October if they have one this year. --Community Kitchen (917 S. Rogers; contact is Ann Brookshire at 332-0999). Students will volunteer for one food preparation shift (11:30-1:30 p.m.) or one meal service shift (3:30-6:30 p.m.). The facility is open Mondays through Saturdays. --Shalom Community Center (First United Methodist Church basement, 219 E. 4th St.; enter from back alley off of Lincoln Ave.; contact is Pam Kinnaman, 334-5734; [email protected]). Shifts are available Monday through Friday between 7:30 a.m. and 2:00 p.m. --SPROUTS (Students Producing Organics Under the Sun, corner of 8th St. and Fess; contact is Ruben Ryan; [email protected] or Vanessa. Every Saturday afternoon (early in the semester is best). --Hilltop Garden and Nature Center (off 10th St. near Route 46 bypass, past Campus View apartments; contacts are Greg S. at 855-2799.

**Make your appointments by Sept. 25.** Hoosier Hills Food Bank (all students)

Hilltop Garden Shalom Center

Community Kitchen SPROUTS

C. Limited income nutrition project (10 points): Students will work in groups on this project, the purpose of which is to help students appreciate the challenge of meeting nutritional needs on a limited income budget. Details will be provided in class.

5. Spelling and grammar always count. Except when indicated, all work done outside the classroom is to be handed in neatly typed and stapled. One point will be automatically deducted for handwritten, paper-clipped, and/or folded assignments. Points may be deducted for inappropriate spelling and grammar. Remember to always cite your sources, using APA style. APA style guidelines are available in the class webpage and at http://www.crk.umn.edu/library/links/apa5th.htm. Grading: Attendance/participation: 6% (30 points) Limited income nutrition project 4% (20 points) Community-learning experiences 4% (20 points) Worksheets (14 out of 18) 14% (70 points) Design project 32% (160 points) Exams 40% (200 points) Total = 500 points Grades will be assigned based on achievement of points as follows: A+ = > 485 B+ = 435-449 C+ = 385-399 D = 300-349 A = 465-484 B = 410-434 C = 360-384 F = < 300 A- = 450-464 B- = 400-409 C- = 350-359 Students can view their grades via the Post ‘Em system at https://www.indiana.edu/~best.

Religious Observation: In accordance with the Office of the Dean of Faculties, any student who wishes to receive an excused absence from class must submit a request form to the course professor by the end of the second week of the semester. The form must be signed by the instructor, a copy retained by instructor, and original returned to the student. Information about the policy on religious observation can be found at the following web site: http://www.indiana.edu/~deanfac/holidays.html#reco. You can download the request form at: http://www.indiana.edu/~deanfac/download/rel_obs.html#holreq. Course evaluation: It is the policy of the School of HPER to evaluate all courses taught through the School. Final student course evaluations will be conducted in a manner that maintains the integrity of the process and the anonymity of evaluators. Academic integrity: Academic and Personal Misconduct by students in this class are defined and dealt with according to the procedures in the IU Code of Student Rights, Responsibilities, and Conduct (http://campuslife.indiana.edu/Code/index1.html). The basic principle is that students take credit only for the ideas and efforts that are their own. These statements on Course Evaluation and Academic Integrity are provided as required by the School of Health, Physical Education, and Recreation, Indiana University. Long versions of these statements are available upon request. Class Schedule Date Topic Reading assignment 8/28 Introduction to course; What is community nutrition? Chapter 1

8/30 Healthcare trends; Healthy People 2010 Chapter 9

9/4 Policy making Chapter 7

9/6 Policy and community assessment Chapter 2

9/11 Community assessment Chapter 3 Identify partners and topic for design project

9/13 Program planning; survey development Chapter 14

9/18 Nutrition and health surveys/nutrition monitoring; Chapters 4 and 6 Principles of epidemiology Krisha Thiagarajah, Ph.D. in Health Behavior

9/20 Writing goals and objectives pp. 455-456; 534-535; 537-538

9/25 Nutrition education; designing for low literate audiences Chapter 17 Have your appointments arranged for the community learning experiences

9/27 Designing interventions Chapter 15 Literature review due

10/2 Program evaluation Ch 14, pp. 458-470

10/4 Grant writing and funding sources Chapter 20

10/9 The quest for community grants Vicky Pierce, Executive Director, Community Kitchen

10/11 Marketing Chapter 18 Assessment plan due

10/16 Mothers and Infants Krista McMonigle, IU alum and WIC educator

10/18 Exam 1 (not including Mothers and Infants) 10/23 Community Nutrition meal Meet in Forest Greenleaf dining hall

10/25 Domestic Hunger and Food Assistance Programs Chapter 5 Sharon, Monroe County Cooperative Extension, former Food Stamp recipient

10/30 Mothers and Infants Chapter 10 Grant project consultation and group time

11/1 Children and Adolescents Chapter 11 Beth Foland, Division of School & Community Nutr. Programs, IDOE Intervention and evaluation plans due

11/6 Growing Older Chapter 12

11/8 Cultural foods meal Meet in Forest Greenleaf dining hall

11/13 Gaining Cultural Competence; foodways discussion Chapter 16 Budget due

11/15 World hunger and food insecurity Chapter 13

11/20 Overflow; review

11/22 No class today—Happy Thanksgiving!!

11/27 Conducting focus groups; community learning discussion All volunteer shifts must be completed before today.

11/29 Grant proposal presentations

12/4 Grant proposal presentations

12/6 Grant proposal presentations; all final grant proposals due; overflow/review/course evaluations Tuesday, December 11 Final exam (12:30 to 2:30 p.m.)

NOTE: Dates given in bold are days the class will meet in a different location

"The U.S. has the most advanced and sophisticated health care in the world. We spend more in absolute dollars, per capita and GNP, but we are still not the healthiest nation. The reason for this is that the people of this country choose not to have the healthiest lifestyle." --- Dr. Louis Sullivan, former secretary, DHHS Nutrition intervention design project Community Intervention Design Project: Students will work in pairs on this project, which will be completed like building blocks, each section building upon the previous section. It will take the whole semester to plan and execute. Each section when handed in will be reviewed primarily for completeness and returned with corrections/suggestions and the number of points received. All previous sections must be handed in with each new section due. Please use a soft-sided folder for your work.

Project partners will share the grade for each section of the project.

A. The first part is the topic, due Sept. 11 (5 points). This is a written statement as to the specific target audience and the nutrition need you plan to address with this project. Be sure to state the Healthy People 2010 nutrition-related objective(s) your project will address (see http://www.health.gov/healthypeople; i.e. HP 2010 objective #X-N) I will confirm your topic area before you proceed further.

B. The second part is the literature review, due September 27 (20 points): a. Write a needs statement: note the scope of the problem, target population(s) affected, existing interventions/programs, success or failure of these interventions as reported in the literature. b. Identify all agencies/organizations addressing the issue. Identify other factors involved in or influencing the issue, such as environmental, political, and economic realities and constraints, etc. Consider both the local/state and national levels. c. Interview at least two individuals involved in or familiar with the issue. Incorporate the interview information into your narrative (i.e. do not use Q & A format). d. All references (personal and literature) are to be properly cited according to APA style guidelines. Be sure to cite all sources of information, including the people you interview. Do not engage in plagiarism (adopting or reproducing ideas, words, or statements of another person without appropriate acknowledgement)!!!

C. The third part is the assessment plan, due October 11 (20 points): a. Identify at least two possible assessment plans/strategies. b. Select and justify one of these options as your chosen method. c. Describe the assessment process proposed: resources needed, what needs assessment activities will be done, data analysis plan, interaction with other agencies/organizations. Include a visual time line (i.e. this must include dates). See Figure 20-10 in your text (p. 623) for a time line example. d. Project results based on available information (i.e. from literature review and personal communications).

**Hint: For the assessment plan, think: What do I need to know about the problem that the literature review couldn't tell me?** D. The fourth part is the intervention and evaluation plan, due November 1. D1. Intervention: (20 points)Identify two to three possible interventions. a. Identify two to three possible interventions. b. Select and justify one of these options as your chosen intervention. c. Develop goals and three sets of objectives (outcome, behavioral, process) for the intervention you choose. d. Describe the design of the intervention. e. Create a visual time line for all implementation activities (See Fig. 20-10, p. 623). f. Summarize resources required: personnel, equipment, materials, marketing, publicity, etc. g. Identify barriers to success and how to overcome them. h. Identify support systems and how to utilize them. (See p. 552—SWOT: Strengths, Weaknesses, Opportunities, Threats.)

D2. Evaluation: (20 points) a. Develop a plan for formative evaluation of the intervention. b. Develop a plan for summative evaluation of the intervention. --Identify process evaluation strategies for effectiveness, efficiency, etc. --Identify outcome evaluation strategies (relative to program objectives.) c. Develop a set of basic quality assurance standards/expectations. d. Describe how you would justify the program’s continuation/expansion or elimination based on evaluation findings (hypothetical).

E. The fifth part is the budget, due November 13 (10 points): a. Identify and explain realistic possible funding source(s) or follow the guidelines of a specific Request for Proposal (RFP). b. Include a budget; for format, right justify the dollar column. --Project direct costs of the project. Consider costs of personnel (salaries and fringe benefits), resources, phones/mailings, computers, printing, etc. --Project indirect costs (overhead) associated with the project.. Consider rent, utilities, etc. Use 30% to calculate your indirect costs.

F. The final project presentation (25 points) will be given to the class on one of the last two days of class.  The presentation must be less than 10 minutes long.  Make the presentation as if you were speaking to a congressional committee or agency that will decide on the funding of your program.  Develop a PowerPoint presentation. You may use other visual aids or handouts as needed to help convince your audience that your plan will work.  Be sure to establish your credibility to run the program (you can exaggerate on this point if necessary for the sake of interest!) Dress professionally for the presentation.

G. The final grant proposal (40 points) is due on the last day of class and must include all previous sections (with my comments). However, the final format must be that of a grant proposal (title page, needs statement, goals and objectives, methods, evaluation, timeline, budget). This time the project will be reviewed for overall quality, grammar, quality of revisions, etc. The project must be in a folder; if you want a copy, please make one for yourself. Group Evaluation Form for N336

Use a separate form for each assignment/project. Due on same date as assignment due date. If you are completely satisfied with the contributions of all group members, you need not complete this form; the instructor will assume that 100% participation was given.

DATE: ______Group Topic ______

Evaluator: ______Please write your name here

Group Work Assignment: ______

Please record your group contribution scores for one project/assignment and turn in the form to the instructor when the project/assignment is due. All information will be kept confidential. Your evaluation of other group members will NOT be shown to them unless you notify me or the teaching assistants in writing otherwise. Do NOT include your name (nor score yourself) in the table.

Group Member Name – Alphabetical Order Contribution Score (Last Name, First Name) (Possible range 0 - 100%) 1. 2. 3. 4. 5.

Guidelines for scoring contributions:

90.0% - 100% (A) Frequent and useful participation. Participation included significant conceptual insight. Completion of tasks in a timely manner and with high quality. Encouraged others to participate. Acknowledged, integrated, and built on the comments of others. Helped keep discussions and writing organized and on target. Helped identify and distribute necessary case study tasks with appropriate deadlines for completion among group members. Attended all group meetings.

80.0% - 89.9% (B) Offered some new information or insight. Participation and presence at group meetings were consistently high. Completed case study tasks in a timely manner and with good quality.

70.0% - 79.9% (C) Participated irregularly although attended most group meetings. Completion of case study tasks was late or of mediocre quality.

60.0% - 69.9% (D) Missed several key group meetings. Offered little or no new information or insight into the analysis of the assignments. Contribution to the completion of the assignment was minimal or of poor quality. Behavior may have impeded group process and progress.

<60.0% (F) No contribution was made towards the completion of the assignment (i.e., conceptual information, analysis, group organization, discussion integration, literature review, etc.). May or may not have attended group meetings.