.
USING A PHOTOVOICE CLASS PROJECT TO MEET COMMISSION ON ACCREDITATION FOR DIETETICS EDUCATION (CADE) STANDARDS
AND UNIVERSITY GOALS: THE NUTRITION DISCOVERY PHOTOVOICE PROJECT
Tallant, A.C., Ph.D., R.D., L.D.N.
Western Carolina University, Cullowhee NC
Results
Background
Meeting Commission on Accreditation for Dietetics Education (CADE) accreditation
standards while meeting university goals can be challenging for nutrition professors. It is
essential to develop meaningful assignments that simultaneously address all requirements.
This project report describes implementation of a class photovoice project conducted to meet
university goals that can also be used to meet CADE accreditation standards. The purpose of
the Nutrition Discovery Photovoice Project was to provide students with an experiential
learning opportunity to explore their college environment and community in order to
understand the factors that influence dietary behaviors. “Photovoice is an innovative
qualitative method of participatory action research based on health promotion principles”
(Martin, Garcia, & Leipert, 2010). Photovoice is innovative in that it combines photo
elicitation (included in research on organization, community, culture, etc.) and ethnography,
a qualitative research method (Martin et al., 2010). Photovoice has not been used to its full
potential in nutrition and dietetics (Martin et al., 2010). The Nutrition Discovery Photovoice
Project (NDPP) was implemented in ND 190 Personal Nutrition, a first-year seminar.
Table 1. Alignment of NDPP with CADE accreditation standards and university goals.
Nutrition Discovery
Photovoice Project Goals
Quality Enhancement
Plan Goal
1. Conduct research about the multiple
influences on dietary behavior.
2. Evaluate results and conclusions in
order to make recommendations for
improvement.
3. Create recommendations for individuals,
groups, organizations, the community and
policy makers based on photovoice findings.
Solve complex problems –
Students will identify the
dimensions of complex issues
or problems; analyze and
evaluate multiple sources of
information/data;
apply knowledge and decisionmaking processes to new
questions or issues; and reflect
on the implications of their
solution/decision.
4. Use the socio-ecological model as a
framework to describe the interrelationships of people, institutions and
communities.
5. Classify factors that affect diet into the
appropriate component of the socioecological model.
6. Demonstrate impediments and
facilitators of good dietary habits using
photographs as a medium.
7. Orally present findings from photovoice
project and wiki to the class.
8. Write a reflection about the lessons
learned from the Nutrition Discovery
Photovoice Project.
Methods
The Nutrition Discovery Photovoice Project (NDPP) objectives, congruent with course
objectives, were aligned with university goals and CADE accreditation standards (see Table
1). NDPP was implemented with a convenience sample of students enrolled in three sections
(n = 75) of a first year personal nutrition seminar at a public university. Students were
oriented to the NDPP assignment early in the semester and given related smaller point
assignments to help them understand the socio-ecological model (SEM) throughout the
semester. The NDPP assignment involved taking photos that represented enablers and
barriers to good dietary behaviors, categorizing the photos into levels of the SEM, writing
captions for photos, posting photos and captions on a wiki (see Figures 1 and 2), and
presenting their findings orally to the class at the end of the semester. Students were given a
photograph orientation from a graduate student in the MFA program prior to the phototaking period (approximately two weeks). Students completed the project in self-selected
small groups of five and wrote reflections about their experiences. The instructor created
rubrics to grade the project components. The final project was graded according to their
final wiki posts, oral presentations of findings, peer evaluations of group members, and
reflections.
Learning Codes: 6030 Education theories and techniques for adults;
6050 Instructional materials development
References:
Goodhart, F., Hsu, J., Baek, J., Coleman, A., Maresca, F., & Miller, M. (2006, July). A view through a different lens:
photovoice as a tool for student advocacy. Journal of American College Health, 55(1), 53-56. Retrieved July 21, 2009,
from CINAHL with Full Text database.
Martin, N. Garcia, A., & Leipert, B. (2010). Photovoice and its potential use in nutrition and dietetic research. Canadian
Journal of Dietetic Practice And Research: A Publication of Dietitians of Canada, 71(2), 93-97. Retrieved from EBSCOhost.
University Liberal
Studies Objective
Demonstrate the ability to
locate, analyze, synthesize,
and evaluate information
Consider how reasoning skills
and communication skills are the
foundations for life-long
intellectual and professional
growth
Demonstrate an
understanding of issues
involving social institutions,
interpersonal and group
dynamics, human development
and behavior, and cultural
diversity
Communicate effectively and
responsibly – Students will
convey complex information
in a variety of formats and
contexts; identify intended
audience and communicate
appropriately and respectfully.
University First-year
Seminar Objective
Learn about the importance of
Liberal Studies in a university
education
Demonstrate the ability to
recognize behaviors and define
choices that affect lifelong
well-being
Demonstrate the ability to
interpret and use numerical,
written, oral and visual data
Demonstrate the ability to
read with comprehension, and
to write and speak clearly,
coherently, and effectively as
well as to adapt modes of
communication appropriate to
an audience
CADE Accreditation Standards
SK 5.3.
The behavioral and social science foundation of
the dietetics profession must be evident in the
curriculum. Course content must include
concepts of human behavior and diversity, such
as psychology, sociology or anthropology.
See that cultural, social,
economic and political issues of a
global society are not limited to
one academic discipline or one
profession
KR 3.2.a.
Students are able to apply knowledge of the
role of environment, food, and lifestyle choices
to develop interventions to affect change and
enhance wellness in diverse individuals and
groups.
Discuss serious ideas and develop
rigorous intellectual habits
KR 2.1.a.
Students are able to demonstrate effective and
professional oral and written communication
and documentation and use of current
information technologies when communicating
with individuals, groups and the public.
KR 3.3.a.
Students are able to develop an educational
session or program/educational strategy for a
target population.
Figures 1 and 2. Sample photovoice wiki postings.
Student Learning Outcomes
Average score on NDPP: 291.2 of 305 points (95.47).
Sample excerpt from reflection paper: “This project was an important resource in helping me learn about my college
environment and also helping me make the right decision in terms of food choices on campus. The photovoice wiki project
essentially has been one of the more informative and rewarding projects I have participated in. Every aspect of this project
was beneficial and supplied me with a wellspring of useful information….With the vast amount of information gained from
this project, students can effectively change their diet and lifestyle for the better and reap the benefits as they age.”
Conclusions and Recommendations
The NDPP allowed students to creatively engage in discovery, use technology effectively, and practice
communication skills and reflection. It also allowed them to work collaboratively to accomplish a common goal. It is
recommended that that photovoice be used in nutrition major courses as a unique pedagogical method to meet CADE
standards and university goals. Specifically, instructors should determine the questions they want their students to
answer and develop photovoice objectives surrounding the central questions. Photovoice is ideal for introductory
nutrition courses, although it could be used in any course. Adequate class time should be set aside for photovoice
projects. In the future, incorporation of a research paper to coincide with the project is recommended.