Course number: BIOL 1322
Course title: Nutrition and Diet Therapy I
Semester hours: 3
Foundational Component Area
A. The course “focus[es] on describing, explaining, and predicting natural phenomena using the
scientific method.”
Nutrition and diet therapy I is a broad, problem solving course that draws from biology,
chemistry and behavioral sciences investigate the nutritional well-being of individuals,
communities, and populations. In this course, students are taught to utilize the scientific method
as a way to describe the components of the natural world, explain how these components
function and perform together and predict outcomes based on observed data. This is
accomplished in classroom activities, demonstrations, and case studies. Students are taught to
conduct observations, generate hypotheses, collect data, analyze data, to draw conclusions and
make predictions
B. The course “involve[s] the understanding of interactions among natural phenomena and
implications of scientific principles on the physical world and on human experiences.”
Nutrition and diet therapy is an broad science based course that explores the interaction of
nutrition on the human existence. This includes biological and chemical principals and how
these two sciences interact to determine the dietary health of an individual, community, or
population. The interactions among the various chemical, biological, and behavioral/social
processes are fundamental to the operation of the physical world and hence, since human
experiences are directly related to these processes (i.e. human nutritional physiology and energy
storage and usage), a paradigm must exist between the physical world of nutrition and dietary
health and human experiences.
Core Objectives
A. Critical Thinking, Aspect 3: “Students will analyze information effectively.”
The course is designed to foster creative thinking, innovation, inquiry and analysis, evaluation
and synthesis of information. This course requires students to utilize mathematics effectively in
order to calculate numerous nutritional data and values. Each segment of the class
compliments and requires that the student utilize the knowledge gained from one to the other
requiring the use of creative thinking. Throughout the semester, students are required to analyze
course information examining similarities and differences between and relationships among the
different levels of organization and systems in the human body. An example of the effective
analysis of information can be observed in the calculation of daily calorie intake, nutritional
label calculations and percent body fat.
Assessment: Lecture exams, Homework Assignments, case studies
B. Critical Thinking, Aspect 4: “Students will evaluate information effectively.”
The course is designed to foster creative thinking, innovation, inquiry and analysis, evaluation
and synthesis of information. This course requires students to utilize mathematics effectively in
order to calculate numerous nutritional data and values. Each segment of the class compliments
and requires that the student utilize the knowledge gained from one to the other requiring the use
of creative thinking. An example of the effective evaluation of information can be observed in
the calculation and evaluation of food labels exercise.
Assessment: Lecture exams, Homework Assignments, case studies
C. Critical Thinking, Aspect 5: “Students will synthesize information effectively.”
The students are expected to be able to synthesize information throughout the course and make
informed conclusions using the scientific method. An example would be, illustrated in the
synthesis of data gathered based on diet, health and behavioral aspects of themselves. Students
are required to synthesize the information from data collected on individual nutritional
assessment in the textbook and produce a holistic view of their nutritional intake and patterns.
Assessment: Lecture exams, Homework Assignments, case studies
.D. Communication, Aspect 1: “Students will demonstrate effective development, interpretation,
and expressions of ideas through written communication.”
Students are assigned essays, journal article reviews and assignments that require them to
develop, interpret, and synthesis of the scientific processes involved in nutrition. An example of
this would be to explain the role of the government in an individual’s diet or nutritional intake.
This is accomplished as essays on exams or as independent reports and other assignments at the
discretion of the instructor.
Assessment: Lecture exams, Homework Assignments, case studies
E. Communication, Aspect 3: “Students will demonstrate effective development, interpretation,
and expressions of ideas through visual communication.”
The study of nutrition has become an extremely visual science. Students are taught to
understand the importance and simplified method that these visual aids assist individuals in a
more healthy diet. Students and teams complete assignments by creating new visual aids for
healthy lifestyles, diets, serving sizes, and vitamin and mineral needs.
Assessment: Lecture exams, Homework Assignments, case studies
F. Empirical and Quantitative Skills, Aspect 1: “Students will demonstrate effective
manipulation of numerical data or observable facts”
Students in the course must manipulate a variety of numerical data and nonnumeric data
resulting in informed conclusions. These data manipulations include but are not limited to
dietary analysis, calorie calculations, recommended dietary intake, and changes in dietary
intake with age and sex. Each of these require students to manipulate student derived data and
instructor provided data.
Assessment: Lecture exams, Homework Assignments, case studies
G. Empirical and Quantitative Skills, Aspect 2: “Students will demonstrate effective analysis of
numerical data or observable facts”
The analysis of the activities provide above (dietary analysis, calorie calculations, recommended
dietary intake, and changes in dietary intake with age and sex) teaches the students to analyze
their own dietary intake and allows them the opportunity to change and improve their or their
families current eating habits. This analysis of data empowers the student to make good choices
in relation to diet, exercise and health.
Assessment: Lecture exams, Homework Assignments, case studies
H. Empirical and Quantitative Skills, Aspect 1: “Students will demonstrate effective use of
numerical data or observable facts to reach informed conclusions”
Based on the activities and assignments provided in the course, students receive a plethora of
data related to nutrition, diet, and health. Students are instructed on what good data is and how
the media can influence individuals based on false claims and pseudoscience. As a broad
problem-solving field, students are taught to reach an informed decision based on use of the
current data available.
Assessment: Lecture exams, Homework Assignments, case studies
I. Teamwork: “Students will demonstrate the ability to consider different points of view and to
work effectively with others to support shared purpose or goal.”
The course is based on a collaborative learning environment. This is accomplished by breaking
the students into small groups and those small groups working together to accomplish a shared
goal. For example, students work together to recommend diet therapy to resolve or improve
health in case studies on different topics such as anemia, obesity, kidney disease, diabetes, and
eating disorders.
Assessment: Homework Assignments, case studies, presentations
NORTH CENTRAL TEXAS COLLEGE
COURSE SYLLABUS
The North Central Texas College (NCTC) Course Syllabus provides the following as required by the Texas
Higher Education Coordinating Board (THECB): (1) a brief description of the course including each major
course requirement, assignment and examination; (2) the learning objectives for the course; (3) a general
description of the subject matter of each lecture or discussion; and (4) any required or recommended
readings. Contact information for the instructor is also provided. The Course Syllabus also provides
institutional information to indicate how this course supports NCTC’s purpose and mission. Information
specific to a particular section of the course will be included in the Class Syllabus and distributed to
enrolled students.
Course Title: Basic Nutrition
Course Prefix & Number: BIOL1322
Section Number: 400
Term Code: 131S
Semester Credit Hours: 3
Lecture Hours: 48 hours
Lab Hours: 0
Course Description (NCTC Catalog):
A study of the basic principles of nutrition in health and disease. The course is designed to develop
a good background tin the science of nutrition that can be used as a basis for decisions in the dietary
planning for health and disease, provide of the acquisition of practical knowledge concerning
selection of foods according to nutritive values, and provide the ability to apply techniques of
education and dietary counseling so that the principles of normal and therapeutic nutrition can be
interpreted to the layman.
Course Prerequisite(s):
Course Type:
 - Academic General Education Course (from Academic Course Guide Manual but not in NCTC Core)
 - Academic NCTC Core Curriculum Course
 - WECM Course
Name of Instructor:
Debby Short, PT, MA, MBA, MAT
Campus/Office Location:
Corinth 201
Telephone Number:
940- 498 – 6204 (leave message with staff)
E-mail Address:
dshort@nctc.edu (the best way to reach me)
Name of Chair/Coordinator:
Doug Elrod, PhD
Office Location:
Corinth, 351
Telephone Number:
940- 498- 6291
E-mail Address:
delrod@nctc.edu
REQUIRED OR RECOMMENDED COURSE MATERIALS
Required Contemporary Nutrition; Wardlaw and Smith; Ninth Edition; McGraw-Hill 2013 , you may use
another recent college-level nutrition text, but be advised that there will be some assignments from the
Ninth edition and it will be your responsibility to obtain access those assignments.
COURSE REQUIREMENTS, EVALUATION METHODS AND GRADING CRITERIA
# of Graded Course
Elements
Graded Course Elements
Percentage or
Points Values
4
Lecture Exams @ 100 points
400 points
5
Assignments @40 points
200 points
A comprehensive Final Exam of 100 points will be
offered. It is optional and can replace one of the
previous 100 point exam scores. If the final exam is
lower than your previous exam grades, it will be
dropped and will not affect your grade.
Of the 600 points, 89.5% and above is an A, 79.5% and above is a B, 69.5% and above is a C, 59.5% and
above is a D, and below 59.5% is an F.
Cell phone use prohibited in class.
During exams: you may not leave the room, all electronic devices will be stored. If you use an electronic
device during an exam, you will be removed from class.
If you have to leave the room, your exam will be graded “as is” or you may choose to drop the exam.
All assignments will be available in the folder in ANGEL labeled “assignments”. They are to be submitted
to the ANGEL drop box by time and date specified.
No late assignments accepted.
Please note: at the end of the semester when grades are calculated, your lowest assignment grade will
be dropped and replaced by your highest assignment grade.
Exams may only be made up with a documented excuse or instructor’s permission and may be in
discussion format.
Nine hours of absence from class may result in dismissal from this course
INSTITUTIONAL LEARNING GOALS
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A quality general education curriculum in all associate degree programs.
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Quality freshman and sophomore level courses in arts and sciences which parallel the lower
division offerings of four-year colleges and universities.
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Quality technical programs leading directly to careers in semi-skilled and skilled occupations,
and quality technical education programs up to two years in length leading to certificates and
associate degrees.
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Quality programs and services in support of adult literacy and basic skills development as a
mean of workforce enhancement and expanding access to higher education.
PROGRAM PURPOSE STATEMENT
NCTC seeks to implement its goal of offering quality general education curriculum in all associate
degrees by offering a core of general education courses designed to help students achieve academic,
career and lifelong goals. Acquiring knowledge, thinking critically, and utilizing the methodologies of
various disciplines exposed students to experiences that serve to advance their personal growth. The
chief focus of the General Education Core Curriculum at NCTC is to emphasize Exemplary Educational
Objectives and Basic Intellectual Competencies.
DEPARTMENTAL PURPOSE STATEMENT
The purpose of the Science Department is to provide instruction in the areas of chemistry and biology as
these disciplines relate to the overall mission of NCTC, and to provide a qualified, competent faculty,
and staff to ensure that the delivery of the instruction of these courses is consistently of high quality.
STATEMENT OF SKILLS AND KNOWLEDGE EXPECTED OF NCTC GRADUATES
NCTC seeks to implement its goal of offering a core of general education courses designed to help
students achieve academic, career and lifelong goals. The chief focus of the General Education Core
Courses at NCTC is to emphasize basic intellectual competencies and broad intellectual perspectives.
FOUNDATIONAL COMPONENT AREA: LIFE AND PHYSICAL SCIENCE
The course focuses on describing, explaining, and predicting natural phenomena using the scientific
method and involves the understanding of interactions among natural phenomena and the implications
of scientific principles on the physical world and on human experiences.
ACGM LEARNING OUTCOMES
Upon successful completion of this course, students will:
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List the major characteristics of the American diet
Learn to develop a healthy eating plan
Outline the process of digestion
Identify the major carbohydrates and their sources and function
List four classes of lipids and their role in health
Describe the makeup and function of proteins
Describe energy balance and its role in weight control
List major functions and the sources of each vitamin
List the major functions and sources of each mineral
Explain the function of water in the body
List factors involved in a healthy pregnancy
Describe physiological changes that occur to allow breastfeeding
Identify dietary guides to create healthy diet plans for infants, adolescents and teens
Describe dietary changes accompanying aging
CORE OBJECTIVES
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Critical Thinking, Aspect 3: “Students will analyze information effectively.”
Critical Thinking, Aspect 4: “Students will evaluate information effectively.”
Critical Thinking, Aspect 5: “Students will synthesize information effectively.”
Communication, Aspect 1: “Students will demonstrate effective development, interpretation,
and expressions of ideas through written communication.”
Communication, Aspect 3: “Students will demonstrate effective development, interpretation,
and expressions of ideas through visual communication.”
Empirical and Quantitative Skills, Aspect 1: “Students will demonstrate effective manipulation
of numerical data or observable facts.”
Empirical and Quantitative Skills, Aspect 2: “Students will demonstrate effective analysis of
numerical data or observable facts.”
Empirical and Quantitative Skills, Aspect 3: “Students will demonstrate effective use of
numerical data or observable facts to reach informed conclusions.”
Teamwork: “Students will demonstrate the ability to consider different points of view and to
work effectively with others to support a shared purpose or goal.
GENERAL DESCRIPTION OF SUBJECT MATTER FOR EACH LECTURE/DISCUSSION
Topic
General Description of Subject Matter
Aug 26- 30
What we eat and why
Sept 4th and 6th
Tools for designing a healthy diet
Sept 9-13
Digestion
Sept 16- 20
EXAM I begin carbohydrates
Sept 23- 27
Lipids
Sept 30- Oct 4
Proteins
Oct 7 – 11
EXAM II begin vitamins
Oct 14 – 18
Vitamins
Oct 21- 25
Minerals
Oct 28 – Nov 1
Energy balance and weight control
Nov 4-8
EXAM III begin Fitness and sports
Nov 11-15
Fitness and sports / pregnancy and lactation
Nov 18- 22
Pregnancy and lactation
Nov 25-27
Infant/adolescent nutrition – Friday Nov 29 off
Dec 2-6
EXAM IV begin Nutrition for elderly
Dec 9-13
Final Exam December 9th at 9:00
BASIC INTELLECTUAL COMPETENCIES FOR THIS COURSE
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READING – Reading at the college level means the ability to analyze and interpret a variety of
printed materials – books, articles and documents. A core curriculum should offer student the
opportunity to master both general methods of analyzing printed materials and specific methods for
analyzing the subject matter of individual disciplines.
 WRITING – Competency in writing is the ability to produce clear, correct, and coherent prose
adapted to purpose, occasion, and audience. Although correct grammar, spelling, and punctuation
are each a sine qua non in any composition, they do not automatically ensure that the composition
itself makes sense or that the writer has much of anything to say. Students need to be familiar with
the writing process including how to discover a topic and how to develop and organize it, how to
phrase it effectively for their audience. These abilities can be acquired only through practice and
reflection.
 SPEAKING – Competence in speaking is the ability to communicate orally in clear, coherent, and
persuasive language appropriate to purpose, occasion, and audience. Developing this competency
includes acquiring poise and developing control of the language through experience in making
presentations to small groups, to large groups, and through the media.
 LISTENING – Listening at the college level means the ability to analyze and interpret various forms of
spoken communication.
 CRITICAL THINKING – Critical thinking embraces methods for applying both qualitative and
quantitative skills analytically and creatively to subject matter in order to evaluate arguments and to
construct alternative strategies. Problem solving is one of the applications of critical thinking, used
to address an identified task.
 COMPUTER LITERACY – Computer literacy at the college level means the ability to use computerbased technology in communicating, solving problems, and acquiring information. Core-educated
students should have an understanding of the limits, problems, and possibilities associated with the
use of technology, and should have the tools necessary to evaluate and learn new technologies as
they become available.
Last day to Withdraw
For the Fall 2013 semester, the last day to withdraw from a course with a “W”
November 16th, 2013.
Student Rights &
Responsibilities
NCTC Board policy FLB (Local) Student Rights and Responsibilities states that
each student shall be charged with notice and knowledge of the contents and
provisions of the rules and regulations concerning student conduct. These
rules and regulations are published in the Student Handbook published in
conjunction with the College Catalog. All students shall obey the law, show
respect for properly constituted authority, and observe correct standards of
conduct.
Scholastic Integrity
Scholastic dishonesty shall constitute a violation of college rules and
regulations and is punishable as prescribed by Board policies.
Scholastic dishonesty shall include, but not be limited to cheating on a test,
plagiarism, and collusion.
STUDENT SUPPORT SERVICES
ACCESS
(Disability Support)
North Central Texas College is committed to both the spirit and letter of
federal equal opportunity legislation, including the Americans with Disabilities
Act (ADA) and section 504 of the Rehabilitation Act of 1973.
NCTC is required by law to provide "reasonable accommodations" to students
with disabilities, so as not to discriminate on the basis of that disability. It is
the student’s responsibility to provide disability documentation to the ACCESS
Office which authorizes accommodations for students with disabilities. The
ACCESS Office is located in room 170 on the Corinth Campus and room 110 of
the Administration (100) Building on the Gainesville Campus. Students can
also call 940-668-7731 ext. 4321 or 940-498-6207.
Student Success Center
The Student Success Center is designed to help all students at NCTC develop
tools to achieve their academic goals. The center links students to FREE
tutoring, including a Writing Center, a Math Lab, and free online tutoring in the
evening. The program helps students acclimate to college by providing
students free interactive workshops about Time Management, Study Skills,
Test Anxiety, and much more. For more information, please visit your nearest
Student Success Center.
Financial Aid,
Scholarships, and
Veterans Services
The Financial Aid Office is responsible for administering a variety of programs
for students who need assistance in financing their education. The first step
for financial aid is to complete a FAFSA. For more information, please visit
your nearest Financial Aid Office.