American University
College of Arts and Sciences
School of Education, Teaching, and Health
HFIT 205 EO1L - Current Concepts in Nutrition
Summer Session I – May 13-June 27
Instructor: Nan B. Smith, BS, MA, MS, Ed. D.
nsmith@american.edu
nan.smith@holton-arms.edu
(Use both emails until June 13)
Instructional Goals
This three credit course is part of the General Education program. It is designed to
provide students with opportunities to understand the science of human nutrition and the role it
plays in individual and group health. Access to healthy food is a basic human right that most of us
take for granted. We make our day to day food choices with varying degree of thought, depending
on setting, hunger, time, and money. Increasingly, however, we are bombarded with conflicting
information and recommendations about what we should be eating. Economic, political, and sociocultural issues surrounding food safety, availability, and accessibility are hotly debated in the
media, and our personal choices about food are often subject to scrutiny and sometimes criticism by
friends and family. Our goals for this course will be to foster critical thinking about these
controversies, engage in informed discussion about the science behind healthful nutrition, and
constructively assess the validity of our personal choices about food and the role it plays in our
individual lifestyles. We will seek to accomplish these goals through selected readings, scholarly
research, and web-based activities that generate electronic collaborations and online discussions.
Electronic Collaborations and Discussions:
Organization:

This course meets online in a Monday morning to Sunday midnight format. Expected
learning activities and outcomes are posted at the beginning of the week.

As a general rule, assignments for each module are not expected to be completed until the
end of the week in which they are assigned: that is, Sunday at midnight. However, there are
exceptions where a Peer Review or reply to an electronic discussion is required. Don’t
make any general assumptions about due dates. Although every effort will be made to
follow the course outline and maintain consistency throughout the course, it is the student’s
responsibility to check Blackboard daily for updates and unavoidable changes to the
schedule.

Course content is divided into three learning modules:
o The Science of Nutrition (Weeks 1 and 2)
o Nutrition and Health (Weeks 3 and 4)
o Conflicts and Controversies (Weeks 5 and 6).
o Week 7 – Wrap up presentations and review
These modules are developmental, and in most cases, the activities build one upon the other
in terms of content to be mastered and concepts to be formed. Thus it is imperative that students
follow the sequence in which the activities are presented each week. Start by looking at the
overview and learning objectives for the week, and then simply move from one bullet to the next.
Don’t try to go on to Week 2 until you have finished the work for Week 1. However, if an
unexpected emergency or illness prevents you from completing work in a given week, contact
me directly to determine how best to proceed. Mark that email as urgent and be sure to send it to
both emails at the top of this syllabus.
Collaboration Using Blackboard Tools:
Students are expected to familiarize themselves with the Blackboard tools that facilitate online
communication, collaboration, and discussion. Each of them adds a different dimension to the
learning experience. Participation in Blogs, Discussion Boards, and Wikis is critical to attaining
course goals and learning objectives.

Blogs are useful for entering short, eloquent responses to a particular question or adding a
pithy thought to a group discussion. We will use the Blog tool in conjunction with our
discussion of the Dietary Guidelines during the first week of class. Blogs may need to be
supported by at least one source that corroborates your opinion. You can access the Blog
tool either from the lesson itself or from Tools in the Course Menu.

Discussion Boards allow students to share information or give an informed opinion they
have formed on a topic, issue, or controversy. They can be as simple as the one you’ll use
for introducing yourself during Week 1, or they can be used to debate controversial issues.
You’ll use a Discussion Board during the final weeks of the course when we tackle some of
the broader issues and controversies. Boards are open for the rest of the class to read and
review, and usually require students to respond to one or more of their colleagues’ posts.
They are a means of encouraging an exchange of ideas and opinions and developing critical
thinking about a topic or issue. You’ll access the Boards directly from the Course Menu, or
from links embedded in the Learning Modules.

Wikis allow for much longer posts than Blogs or Discussion Boards, and are used in this
course as a way to encourage members of a particular Study or Focus Group to share
information and learn from each other’s research. In a Group Wiki, members of the group
each post individual research reports. These reports are read by other members of the group,
who then collaborate to write a summary Group Report on their Wiki Home Page. These
Home Pages are then made available to everyone in the class. We will use Group Wikis
during Weeks 3 and 4 to report on our study of specific nutrients and their contribution to
our health.

Finally, we’ll use Blackboard Collaborate for online discussions. Collaborate is an online
classroom which allows posting of presentations in a live format. You’ll use it for introducing
yourself to your classmates, sharing the results of your research and making presentations to the
class. A screencast and practice classroom will be provided prior to our first classroom in
Collaborate.

These Blackboard tools all serve to: (1) encourage online collaboration, (2) develop group
networks within the larger community of online learners, and, (3) by allowing us to hear or read
others informed opinions, expand our own perspectives on the key issues and controversies in
the field of human nutrition.
Time Expectations: To achieve the learning outcomes of this course, students will be expected
to be online and engaged in individual research or collaborative discussion for a minimum of six
to eight hours per week. In addition, time will be required to read the text and analyze their
personal diets. On average, students can expect to spend 8-10 hours each week on this
course. If you find you are spending more than that in the first few weeks of class, let me know
immediately.
Assessments: Each assignment has been assigned a point value and is accompanied by an
assessment rubric that indicates how many points will be earned for meeting the criteria
established for that assignment. Full credit will be given only if the student's work is completed
on time, meets the highest standards of thoughtful, interactive discussion, and shows critical
thinking about the topic under discussion. Except when otherwise specified, all discussion
posts must be accompanied by evidence of scholarly research that gives rise to informed
opinion and scientific analysis. Since online work is read by all members of the class as well
as the instructor, students should always strive for the highest standards of grammatical
expression and syntax.
Peer Assessment: Some assignments may also require that students critique and respond to
other students’ posts. This encourages shared learning. All comments on other students’ work
must be expressed in a spirit of constructive criticism and consideration for the author’s effort
and personal investment. Here is a sample rubric for a 5-point Discussion Board Post, and a 2point Peer Review. These are samples only, to give you an idea of the standards expected in this
course. Point values will differ slightly for each assignment; more detailed rubrics are posted in
the Files Section for easy reference throughout the course.
Rubric for a Discussion Board Post
Evaluation
Excellent
Good
Fair/Passing
Criteria
Points
Comments show evidence of reflection and critical thinking
5
about the issue or topic under investigation.
Length is sufficient to demonstrate an effort to contribute
substantially to the discussion.
References used are relevant to the topic, show knowledge of
the discussion of the issue that appears in the text; and come
from scholarly sources of scientific research. The material cited
may expand our understanding of the issue.
Comments are appropriate and relevant to the topic or issue.
4
Comments show evidence of some critical thinking, but
discussion lacks clarity or sufficient length to support the
position taken or the premise being advanced.
References used are relevant, have a connection to the
discussion in the text, but are from sources that may not be
considered science-based. They do, however, add to the
reader’s understanding of the topic and show an effort to find
answers to the questions posed.
Comments show little evidence of reflective or critical
3
thinking, regurgitate or simply agree or disagree with
discussions in the text.
Comments are not substantial enough to support or fully
explain the premise; either the length is insufficient, or the
comment itself is not fully articulated.
Below acceptable
standards – requires
consultation with
professor
Reference used may be relevant to the text discussion, but do
not extend our understanding of the topic in any way.
Comments show little effort, are posted late without valid
reason, and contribute nothing significant to the discussion.
References used (if present) lack relevance and do not relate to
the text discussion.
2
Note: These rubrics are also available in the Course Files section for easy reference.
Rubric for Peer Review (Reply to another student’s Discussion Board thread)
This rubric will be used to evaluate your critique of one of your peer’s entries on the
Controversial Issue Discussion Board. Your critique is worth 2 points. Late posts are ineligible to
earn the full two points, but may be worthy of partial credit.
Evaluation Criteria
Excellent Shows consideration for peer’s thinking; shows evidence of critical
thinking and familiarity with the topic.
Passing
Shows consideration for peer’s thinking; lacks evidence of constructive
analysis; uses simple “I agree” or “I disagree” statements
No credit Student failed to complete peer review by due date
Points
2
1
0
Late Assignments: Unless otherwise noted, assignments posted for each “week” will be due by
midnight on the following Sunday. A summary of all assignments, how they are to be submitted,
their due date, and their point value is available in the Course Files section. Except in the case of
extenuating and unavoidable circumstances, one point will be deducted for each 24-hour period
until submission.
Evaluation and Grading
Grading in this course is cumulative. A student earns points for each assignment, depending on
how well his or her work meets the evaluative criteria for that assignment and provided that the
assignment is submitted on time. In keeping with acceptable standards for online education,
considerable emphasis is placed on student collaboration and quality of group work.
Graded Assignments




Individual Assignments
Collaborative Assignments
Premium Quiz Grades
Premium Quiz Grades
Premium Quiz Grades
Non-graded Assignments (full
credit given for post)
Discussion Posts
Blogs
Individual Wiki pages
Individual Research
Reports
40
25


Wiki group reports,
Collaborate classrooms,
peer evaluations and
responses to discussion
posts
Module 1 – 10 points
Module 2 – 10 points
Module 3 – 10 points
Meet and Greet Board
30
5
Grading Scale for Premium Quizzes
Your average score on the Premium Quizzes assigned in each module will be converted to a
numerical score in the Grade Center. For example, if your quiz average for Learning Module I is
96, you’ll earn 9.6 out of the possible 10 points for that module.
The Student Evaluation of Teaching
Near the end of the course, you will have the opportunity to evaluate your learning experience by
completing an online Student Evaluation of Teaching. The evaluation contains the same set of
questions used in assessing classroom-based courses, with the addition of four questions
specifically applicable to online learning. As with any other face to face course, you are strongly
encouraged to participate in this evaluation of your educational experience. A high participation
rate is critical to AU’s ability to continually improve and strengthen the quality of the
University’s learning opportunities.
Required Technology Expertise and Equipment: Students are expected to familiarize
themselves with the Blackboard Course Menu and Tools prior to the first session on May 9th.
Tutorials are available through Blackboard support (Ext. 3904 or blackboard@american.edu)
and I’ve provided additional screencasts in each Learning Module when a tool is used for the
first time. All students must have a set of headphones with a microphone in order to participate
in synchronous “live” sessions. A camcorder is desirable but not required.
Course Materials: The required text for this course is Sizer-Whitney’s Concepts and
Controversies in Nutrition, 13th Edition, available as an etext bundled with Coursemate, where
you will find study resources and the Premium Quizzes. The link to purchase your text and the
Course Key to set up your account in Coursemate will be made available well in advance of the
course start date.
Emergency Preparedness: In the event of a declared pandemic (influenza or other
communicable disease), American University will implement a plan for meeting the needs of all
members of the university community. Should the university be required to close for a period of
time, we are committed to ensuring that all aspects of our educational programs will be delivered
to our students. Information will be conveyed via AU e-mail and Blackboard, so students are
responsible for checking their AU email and Blackboard Announcement page on a regular basis
to stay fully informed. In the event of a declared pandemic or other emergency, students should
refer to the AU Web site (www. prepared. american.edu) and the AU information line at (202)
885-1100 for general university-wide information, as well as contact their faculty and/or
respective dean’s office for course and school/ college-specific information.
Academic Integrity: Standards of academic conduct are set forth in the University's Academic
Integrity Code. By registering, you have acknowledged your awareness of the Academic
Integrity Code, and are obliged to become familiar with your rights and responsibilities as
defined by the Code. Violations of the Code will not be treated lightly, and disciplinary action
will be taken should such violations occur. See me if you have any questions about the academic
violations described in the Code in general or as they relate to course requirements.
Academic and Support Services: If you find you are falling behind or experiencing difficulties
in this course for any reason, contact me at once. Until the middle of June, you should use both
addresses if you require a quicker reply: nsmith@american.edu and nan.smith@holton-arms.edu.
You can also use the Course Blog to post questions or inquiries that might be of general interest
to the whole class (for example, if you don’t understand the process or purpose of an assignment,
other students might benefit from the answer to your questions). Let me know at once of
concerns or need for special accommodations. You can also contact the Academic Support
Center or Student Disability Services. (x3360, MGC 243).