Health, Physical Education And Recreation | Community Nutrition
N336 | 6399 | Victoria M. Getty, M.Ed., R.D.

Office hours: Wednesdays 2-4 p.m. and Thursdays 12:30-2:00 p.m. or by
	Sign up on my office door for a specific office appointment
during these posted
	times, or contact me for an appointment outside normal office
Class objectives:
1.	Students will be able to describe eligibility criteria and
services available through local
community nutrition programs.
2.	Students will be able to identify the most common nutritional
problems of pregnant women, infants, children, adults, the elderly,
and the hungry and relate these to the
	Healthy People 2010 nutrition-related health objectives for
the nation.
3.	Students will apply principles of community assessment and
nutrition education to planning the assessment, implementation,
monitoring, and evaluation of a targeted
	community nutrition intervention.
4.	Students will apply principles of public policy development to
the description of a current public policy issue of their choice and
will write a letter of support or
opposition to legislation concerning this issue.
5.	Students will utilize an interview with a member of an
ethnic/cultural group different from their own to gain insight into
the foodways and communication style of a
	previously unfamiliar group.
6.	Students will utilize volunteer experiences in local community
programs to develop
skills in analysis and delivery of nutrition services to needy
individuals and families.
7.	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.

Required materials:
1.	Text:  Endres, J.B. Community Nutrition: Challenges and
Opportunities, Merrill/Prentice-Hall, Inc., Upper Saddle River, NJ,
2.	Students are to provide to the instructor a current e-mail
address (preferably an IU account) and are to check their e-mail
regularly by Thursday evenings at 6:00 for any class

Lecture outlines will be available over the University server via a
website for this class. Accessing these outlines is recommended to
facilitate note-taking and class discussions. The website address is
. A supplementary book-Kittler
and Sucher. Food and Culture in America, Van Nostrand Reinhold, New
York, 1989-is on reserve in the HPER Library under my name. (The
updated 1997 edition will be put in the library as soon as it

Course requirements:
1. 	Students are expected to attend class on time, to do assigned
readings, and to participate in class discussions and activities.
Attendance will be taken for all guest speakers and class
presentations (20 points). 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 and will be held responsible for responding to
these readings.
2.	Students will complete tests as given in class (11 quizzes)
and will take the final exam during the final exam period. On tests,
students will be responsible for material covered in class, in the
textbook, and through the class speakers and activities. No make-up
tests will be allowed. The quizzes will count for 20 points each and
will be administered on all class days for which there is a textbook
reading assignment; the top 7 of the 11 quizzes will count toward the
final grade. (So students may choose to skip up to 4 of the quizzes.)
The final exam will be worth 100 points, and students will have the
full two-hour final
	exam period. The final exam is mandatory and comprehensive.
3.	There are four other activities that will require time outside
of class to complete.
		A. Political action activity (30 points): Students
will investigate the pros and cons of a current nutrition-related
public policy issue of their choice. In general, who is for the issue
and who opposes it? Why? Based on your research, what is your personal
opinion, and why? If there is legislation currently pending on this
issue, describe it and provide the bill number(s). Write a letter of
support or opposition to legislation, based on your personal view. (Be
hypothetical if no actual legislation is pending.) Be as specific as
you can as to the recipient of the letter. Not counting the letter
itself, this paper should be about 2 to 3 pages typed, double spaced.
		B. Diversity activity (30 points): In pairs, students
will interview someone from an ethnic/cultural group different from
their own. A list of student organizations willing to meet with you
and a list of suggested questions to help you get started is attached
to this syllabus. By September 7, each pair will tell me by e-mail the
group you wish to contact; your choice will be confirmed by e-mail.
Call and arrange an appointment early! Spend time getting to know the
other person; learn as much as you can about their foodways and life
in general here in Bloomington. Also, use the Kittler and Sucher book
on reserve (or another similar resource) to learn about the cultural
food patterns of the group your interviewee identifies with. Compare
and contrast these food patterns with your own. Write a 3- to 4-page
report about your interview and your background research. Be prepared
to discuss your experience on October 31.
		C. Volunteer experiences (30 pts): Students will be
assigned to volunteer for one shift at one of the following community
programs. Be prepared to discuss your personal experiences during
class on November 14. Make your appointments by Sept. 19.
		--Head Start program; contact Beverly Enslow at
335-3657. There are a range of locations for HeadStart classes; most
meet in the mornings. Here, students will primarily observe the
classes and will help with lunch/snacks as requested.
		--Hoosier Hills Food Bank (615 N. Fairview); contact
Amy Robinson or Dan Taylor at 334-8374.
		--Community Kitchen (917 S. Rogers); contact Jessie
Gauthey at 332-0999 (calling in the morning is best). Most shifts will
be between 3:30 and 6:30, Monday through Saturday.

		D. Design project (150 pts): Students will work in
groups of three on this project, which will be completed like building
blocks, each section building upon the previous section until the
final project is complete. It will take the whole semester to plan and
execute. Each section when handed in will be reviewed primarily for
completeness and returned the following week with
corrections/suggestions and the number of points received. All
previous sections must be handed in with each new section due.

	The first part is the topic, due Sept. 7 by e-mail (5 points).
This is a written statement as to the general type of audience and the
nutrition need you plan to address with this project. Select one of
the Healthy People 2010 nutrition-related objectives (see I will confirm your topic area
by e-mail on September 8.

	The second part is the literature review, due September 26 (20
a.	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.
d.	All references (personal and literature) are to be properly
cited. Identify what style of citation you used as a standard (Chicago
Manual of Style, MLA, APA…)

	The third part is the assessment plan, due October 10 (20
a.	Identify at least two possible assessment strategies.
b.	Select and justify one of these options as your chosen method.
c.	Describe the assessment process proposed: resources needed,
time line, what needs assessment activities will be done, data
analysis plan, interaction with other agencies/organizations.
d.	Project results based on available information (i.e. from
literature review and personal communications).

	The fourth part is the implementation plan, due October 24 (20
a.	Develop goals and objectives.
b.	Identify two to three possible interventions.
c.	Select and justify one of these options as your chosen
d.	Describe the design of the intervention.
e.	Create a time line for implementation activities.
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.

	The fifth part is the monitoring and evaluation plan, due
November 7 (20 points):
a.	Identify process evaluation strategies for effectiveness,
efficiency, etc.
b.	Identify outcome evaluation strategies relative to targeted
needs, program objectives, other impacts, etc.
c.	Develop a set of basic quality assurance standards.
d.	Describe how you would justify the program's
continuation/expansion or elimination based on evaluation findings

	The sixth part is the grant proposal, due November 21 (20
a.	Prepare a grant proposal to fund your intervention. Identify
realistic possible funding sources or follow the guidelines of a
specific RFP.
b.	Include a budget:
1.	Project direct costs of the project. Consider costs of
personnel (salaries and fringe benefits), resources, phones/mailings,
computers, printing, etc.
2.	Project indirect costs (overhead) associated with the project,
if any.

	The final project presentation (20 points) will be given to
the class on one of the last two days of class. The presentation must
be between 10 and 15 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. You may use visual aids or handouts as
needed to help convince your audience that your plan will work. Dress
professionally for the presentation.

	The final project (25 points) is to be handed in after your
presentation and must include all sections, with revisions if needed.
This time the sections will be reviewed for overall quality, grammar,
quality of revisions, etc. The project must be in a folder or binder;
if you want a copy, please make one for yourself.

4.	Spelling and grammar always count. Except when indicated, all
work done outside the classroom is to be handed in neatly typed and
stapled. Handwritten, paper-clipped, and folded assignments will not
be accepted. Points may be deducted for inappropriate spelling and

Grading:	In-class activities/attendance:	4% 	(20 points)
		Political action activity	6% 	(30 points)
		Diversity activity	6%	(30 points)
		Volunteer experiences	6% 	(30 points)
		Final exam	20% 	(100 points)
		Quizzes/activities (7 of 11)	28% 	(140 points)
		Design project:
	Topic	5 points
	Literature review		20 points
	Assessment plan		20 points
	Implementation plan		20 points
	Monitoring and evaluation plan	20 points
		Grant proposal		20 points
	Presentation		20 points
	Final overall project		25 points
		Total design project = 	30%	(150 points)

	Grades will be assigned based on achievement of points
according to the following percentages: 97-100 = A+; <97-93 = A;
<93-90 = A-; <90-87 = B+; <87-82 = B; <82-80 = B-; <80-77 = C+; <77-72
= C; <72-70 = C-; <70-60 = D; < 60 = F. Students can view their grades
via the Post 'Em system at

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 Code of Student Ethics. 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 at

'When I die I hope it's during a lecture.  The transition from life to
death will be so slight, I won't notice.'  Anonymous student

Class Schedule
Date		Topic	Reading assignment
8/29		Introduction: Community nutrition; healthcare trends	
Chapters 1, 2
9/5		Policy-making	Chapter 12
		Judy Rose, Director of Community Nutrition Programs,
Indiana State Dept. of Health
		Identify partner and preferences for diversity
9/7		Identify partners and topic for Community Nutrition
(CN) project (by e-mail)
9/12		Community Nutrition Paradigm	Chapter 3 and pages
9/19		Community Assessment	Ch. 7 pages 173-183, 190 and
Ch. 10 pages 251-263
		Sue Berg, F&N educator, Monroe County Cooperative
Extension Service
	Have your appointments arranged for the volunteer experiences
9/26		Developing goals and objectives	Ch. 7 pages 183-193
and Ch. 10 pages 263-269
		Melissa Dylan, Food Stamps case worker
		CN literature review due
10/3		Nutrition education	Chapter 5
		Diane Ruyack, Dairy and Nutrition Council
10/10		Designing interventions	Chapter 11
		CN assessment plan due	
10/17		No class: relief time to make up for community
volunteer assignments
10/24		Monitoring and evaluation		Chapter 13
		Kathryn Knecht, WIC Coordinator, Monroe County WIC
		CN implementation plan due
10/31		Diversity	Chapter 4
		Diversity activity discussion
11/7		Report and grant writing	Chapter 15 and Chapter
6 pages 133-148
		Eric Vance Martin, Grant Consultant, Prevention
Resource Center
		CN monitoring and evaluation plan due
11/14		Marketing	Chapter 14 and Chapter 6 pages 149-165
		Beth Foland, State NET Coordinator (child nutrition
		Volunteer experience discussion
11/21		Conducting focus groups 	Chapter 8
		Bruce Parrott, Senior Citizens' Nutrition Project
		CN grant proposal due
11/28		Class presentations
		Political action activity due
12/5		Class presentations; overflow/review/course
	Friday, December 15   Final exam (5:00-7:00 p.m.)