UNIVERSITY OF ALASKA FAIRBANKS
College of Rural and Community Development
Rural Nutrition Services
Interior – Aleutians Campus
Harper Building, P.O. Box 756720 (4280 Geist Road) Fairbanks, Alaska 99775-6720
RNS 250 – SAMPLE COURSE SYLLABUS – 3 CREDIT VERSION
Fall, 2010
I. COURSE INFORMATION
Title: Current Topics in Rural Nutrition Services: Food Sovereignty for Health
Number: RNS 250
Semester/Yr: Fall 2010
Credit Hours:
3
Prerequisites: None.
Course Location: Audio conference
Audio call in number: 1-800-xxx-xxxx, PIN xxxxxxx
Meeting Times: September – December, 2010 to total 27 90-minute sessions
-day &
-day 5:00 – 6:30 PM
II. INSTRUCTOR INFORMATION
Instructor: Sarah McConnell, LCSW, Assistant Professor Tribal Management/Rural
Nutrition Services
Office Location: Harper Building, Rm. 107
Office Hours:
2:00 PM to 4:00 PM T & Th, or by appointment.
Office Phone:
1-888-474-5207, opt 2, X 6 or 474-6080
Fax:
474-5561
E-mail:
ssmcconnell@uaf.edu
III. COURSE READING MATERIALS
REQUIRED:
(1)
(2)
(3)
(4)
DeCourtney, Christine et al., The Traditional Food Guide
for Alaska Native Cancer Survivors, ANTHC Cancer
Program, 2008.
The People’s Coalition on Food Sovereignty, Modules on
Food Sovereignty, Penang, Malaysia, 2006.
Food Sovereignty Assessment Tool, Native Agriculture and
Food Systems Initiative. First Nations Development
Institute.
Additional journal articles, as assigned in class. (e.g. Terra
Preta “Platform for Collective Action”; Conti, Kibbe M., RD,
CDE, “Diabetes Prevention in Indian Country: Developing
Nutrition Models to Tell the Story of Food-System Change”,
Journal of Transcultural Nursing, Vol. 17 No. 3, July 2006 1
– 13, Sage Publications.)
Food Sovereignty for Health, Fall 2010
IV. COURSE DESCRIPTION
A focus on the current topic of food sovereignty and how it relates to traditional
Alaska Native foods, access to food sources, government policies, cultural survival and
health implications. Course addresses additional topics related to customary and
traditional foods, including food security and the role of these foods in fighting
diabetes, cancer, and obesity.
V. COURSE GOAL & STUDENT LEARNING OUTCOMES
Students will learn core concepts of Food Sovereignty as they relate to health, policy
making and culture. This class establishes knowledge, attitude, and skills to promote
use of traditional foods for health.
Student Learning Outcomes: On completion of the course the student should be
able to:
Students will be able to
Evaluated by
1. Define and describe food
Written summary & oral presentation of
sovereignty
FS definition & description of local
application.
2. Complete a community food
Completion of the Food Sovereignty
sovereignty assessment
Assessment Tool
3. Describe local protocols for
Community interviews & oral class report
respecting local customary and
traditional Alaska Native food
sources
4. Identify health benefits of local
Nutrient identification list & summary of
customary and traditional Alaska
potential health benefits
Native food sources
5. Identify strengths and barriers to
Oral in class report & written outline
access to customary and traditional
Alaska Native foods
6. Demonstrate critical thinking and
Written & oral presentation of plan to use
problem-solving skills by
local culture & strengths to address one
developing a plan to address one
local barrier to access to customary and
barrier
traditional Alaska Native foods
VI. INSTRUCTIONAL METHODS
Teaching techniques will include audio-conference lecture and guest lectures,
interviews of community members, independent hands on activities, internet activities
and related audio-visual materials. Class sessions emphasize learning through
experience with awareness of varied learning styles. Class sessions include a high
level of student participation and discussion with instructor and guest speakers.
VII. COURSE CALENDAR
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Food Sovereignty for Health, Fall 2010
Tentative Calendar
(Schedule is subject to change responsive to student learning needs, and
additional learning opportunities)
Note: Guest speakers listed are for example only, and have not been contacted yet
regarding this potential course offering)
Session 1: Introductions, course overview
Introduce reading materials
Understanding Food Sovereignty (FS)
Homework: Read FS Modules pp. 1 – 14
Write: Your beginning definition of Food Sovereignty
Session 2: Class discussion – identification of customary and traditional Alaska Native
food sources in your community, or region.
Share your understanding of the role of these food sources in your
community.
Homework: Interview a community Elder or Native cultural leader about
today’s discussion topics. Be prepared to give an oral report (5 – 10
minutes) about how this increased your knowledge.
Session 3: Discussion of what you learned from Elder interviews
Understanding FS, continued
Why is FS important?
Guest speaker: Craig Hassel, Ph.D, Woodlands Wisdom Program
Homework: Read Terre Preta “Platform for Collective Action”. Be
prepared to discuss how this does or does not relate to your home
community.
Session 4: FS global context
FS in Alaska
How does this relate to your community?
Homework: Read: FSAT pp. 1 – 12
Complete and submit FSAT questions on pp. 4 & 11
Talk with at least three people from your community – Have they heard of
Food Sovereignty? What does the term “Food Sovereignty” mean to
them?
Session 5: Government policies related to customary and traditional Alaska Native
food sources.
Opportunities for community member input.
Guest speaker: Tom Paragi, ADF&G
Homework: Read FSAT pp. 12 – 15 and FS Modules pp. 14 – 21
Complete and submit FSAT questions on p. 14
Session 6: Government policies related to customary and traditional Alaska Native
food sources, continued.
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Food Sovereignty for Health, Fall 2010
Guest speakers: Randy Mayo, Stevens Village Tribal Council & Manager SV
Bison Reserve; and Dewey Schwalenberg, Stevens Village Natural
Resources consultant
Homework: Locate and review government (federal, state, tribal)
regulations that impact your access to customary and traditional Alaska
Native food sources.
Integrate your readings, guest speaker information, regulation review and
personal experience to make an oral presentation to the class on “How
government regulations support or create barriers to my access to
customary and traditional Alaska Native food sources.” Prepare a written
outline to turn in. Student presentations (at least 10 minutes) begin
Session 8.
Session 7: Discussion of “How government regulations support or create barriers to
my access to customary and traditional Alaska Native food sources.”
Homework: Continue work on “How government regulations support or
create barriers to my access to customary and traditional Alaska Native
food sources.” Prepare a written outline to turn in. Student presentations
(at least 10 minutes) begin Session 8.
Session 8: Student presentations on “How government regulations support or create
barriers to my access to customary and traditional Alaska Native food
sources”.
Homework: Continue work on presentations, prepare discussion on
presentations.
Session 9: Student presentations on “How government regulations support or create
barriers to my access to customary and traditional Alaska Native food
sources”.
Homework: Read FS Modules pp. 21 - 29
Read FSAT pp. 15 – 25
Complete and submit FSAT questions pp. 18, 20 & 24
Session 10: Use of FSAT
Guest Speaker: Steve Becker, Tribal Management (Natural Resources)
Faculty
Homework: Complete readings and assignments due.
Session 11: FSAT and Diet
Guest Speaker: Diane Peck, RD, Power point on nutritional values of
traditional foods.
Film: Stories Told, Stories Given and Discussion
Homework: Read Traditional Food Guide, pp. 1 - 20
Session 12: Health impacts of customary and traditional Alaska Native foods
Film: Nourished by Our Traditions and Discussion
Homework: Read Traditional Food Guide, pp. 21 – 40
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Food Sovereignty for Health, Fall 2010
Begin work on a Traditional Foods (5 foods) Nutrient identification list &
summary of potential health benefits. Include a community interview
about this topic. Be prepared to discuss what you learned in class.
Session 13: Guest speaker: Marcia Anderson, RD, Traditional Foods and Health
Student discussion
Homework: Complete Traditional Food Guide, and prepare class
presentation of nutrition and health benefits. Submit written list and
summary.
Session 14: Student presentations on Traditional Foods (5 foods) Nutrient
identification list & summary of potential health benefits.
Homework: Read Kibbe Conti article
Session 15: Continue student presentations on Traditional Foods (5 foods) Nutrient
identification list & summary of potential health benefits.
Discussion of Kibbe Conti article
Homework: Complete Conti article
Session 16: Guest Speaker: Kibbe Conti, RD, Traditional Foods for Health Promotion
Homework: Read FSAT pp. 25 – 32
Complete and submit FSAT questions pp. 26 & 29
Visit your community store, compare prices of pop and milk or V-8
vegetable juice; compare availability and prices of vegetables (canned,
fresh, and frozen); what healthy foods are available?; what is your
estimate of percent healthy foods, percent calorie dense low nutrient
foods?
Session 17: Continue FSAT discussion
Economics of local food system
Holistic view of FS
Homework: Complete assignments due
Session 18: Continue FSAT discussion
“Alaska Grown” and local foods
Guest Speaker: Craig Gerlach, UAF professor, Alaskan rural community
agriculture
Homework: Read FSAT pp. 33 – 37
Complete and submit FSAT questions on p. 36
Session 19: Continue FSAT discussion
Local foods
Guest Speaker: Heidi Rader, Tanana Chiefs Conference/Cooperative
Extension Service, Rural Community Gardens
Homework: Read FSAT pp. 37 - 44
Session 20: Continue FSAT discussion
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Food Sovereignty for Health, Fall 2010
Assessment in your community
Homework: Complete and submit FSAT questions pp. 45 – 58
Interview a volunteer, anonymous, community member for the
“Community Member Profile”
Session 21: Continue FSAT discussion
Guest Speaker: Dr. Jordan Lewis, UAF ANS faculty, Community
Assessment – community strengths and resources
Homework: Complete and submit FSAT questions pp. 59 - 71
Session 22: How to use the FSAT for community benefit
Open call-in by former RNS rural students (from Alaska Native Food
Systems course)
Homework: Read FSAT pp. 72 – 80 and FS Modules pp. 21 – 29
Complete any FSAT questions still needed.
Session 23: Community FS Advocacy
What are your ideas for FS advocacy? Needed in your community? Local
effective advocacy styles?
Guest speaker: TBA
Homework: Read FS Modules pp. 29 - 31
Write and submit a summary of FS definition & description of local
application. Be prepared to do brief oral presentation in class.
Session 24: Student oral presentations on FS definition and local application.
Homework: Integrating all you have learned, prepare a written & oral
presentation of your plan to use local culture & strengths to address one
local barrier to access to customary and traditional Alaska Native foods.
Session 25: Student plan presentations and discussion
Homework: Complete all assignments.
Session 26: Student plan presentations and discussion
Homework: Complete all assignments.
Session 27: Course summary, review and evaluation
Homework: Happy winter break!
VIII. COURSE POLICIES & REQUIREMENTS
1. Attendance is required at all class time. In the event of an emergency, please
contact the instructor – an equivalent make up assignment may be possible.
2. Students are expected to be familiar with the Student Code of Conduct (2009 –
2010 UAF Catalog) and to follow it. Available at:
http://www.uaf.edu/catalog/catalog_09-10/academics/regs3.html#Student_Conduct
3. Please place your phone on mute, if there is background noise at your call-in
location.
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Food Sovereignty for Health, Fall 2010
IX. EVALUATION
Grading Policy: Letter grade A-F, absolute scores:
% of
Grade
Total
100 – 90
A
89 – 80
B
79 – 70
C
69 – 60
D
< 60
F
Evaluation:
Participation as evidenced by class discussion, film reviews & summaries
of guest speakers
Written summary & oral presentation of FS definition & description of
local application.
Completion of the Food Sovereignty Assessment Tool
Community interviews & oral class reports X 3
Nutrient identification list & summary of potential health benefits
Oral in class report & written outline on government regulations
Written & oral presentation of plan to use local culture & strengths to
address one local barrier to access to customary and traditional Alaska
Native foods
10%
10%
25%
15%
20%
10%
10%
If you have concerns about your grade please discuss with instructor before final
grade is submitted to Registrar.
SUPPORT SERVICES: Instructor will be available for help at class as time permits.
Instructor is available by telephone, email, or fax, if students need help completing
their take home assignment. Students are expected to inform Instructor of any special
needs at the first class session. Additional support services are available through
Interior-Aleutians Campus, 1-888-474-5207. Further support services may be
available through Math Hotline, Writing Center, and Library Services, with detailed
information available from instructor if needed.
DISABILITY SERVICES: The Office of Disability Services implements the Americans
with Disabilities Act (ADA), and insures that UAF students have equal access to the
campus and course materials. Instructor will work with the Office of Disabilities
Services (203 WHIT, 474-7043) to provide reasonable accommodation to students
with disabilities.
UAF Disability Services for Distance Students
a. UAF has a Disability Services office that operates in conjunction with the College of
Rural and Community Development campuses and UAF’s Center for Distance
Education (CDE). Disability Services, a part of UAF’s Center for Health and
Counseling, provides academic accommodations to enrolled students who are
identified as being eligible for these services.
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Food Sovereignty for Health, Fall 2010
b. If you believe you are eligible, please visit http://www.uaf.edu/chc/disability.html
on the web or contact a student affairs staff person at your nearest local campus. You
can also contact Disability Services on the Fairbanks Campus at (907) 474-7043,
fydso@uaf.edu
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