Navarro College
Course Syllabus
Arts & Sciences Division
BIOL 1322 Nutrition & Diet Therapy
I. Introduction and Rational for Course
Spring 2006
This course will provide students with a basic understanding of the principles of human nutrition and the process by which nutrients are used by the body. This course is designed for nurses and other students requiring a basic understanding of the role of nutrition in controlling disease, promoting wellness, and maximizing health benefits. The course will provide students with a foundation for understanding metabolic disorders and assessing nutritional status. Emphasis is placed on understanding basic nutritional concepts, how nutritional information is used, why it is important and how it relates to human health.
II. Objectives
Discuss the definitions of health used in the past and compare them to the present definition that is based on the dimensions of health. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
Define disease prevention and relate it to the classifications of primary, secondary, and tertiary prevention. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
Compare undernutrition, overnutrition and malnutrition. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
Describe the Food Guide Pyramid and the 5 a Day program. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
Describe the purpose and basis of nutrition labeling of food products and how nutrition facts can be used to evaluate food products. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
Describe strategies for reducing the risks of food borne illness.
SCANS: Basic skills, thinking skills, personal qualities, resources, information.
Describe the function of the primary organs used in digestion, explain the mechanisms used for nutrient absorption and describe the elimination process. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
Describe the classifications, structures and functions of all types of carbohydrates and list food sources for each. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
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Describe the structures and functions of triglycerides, phospholipids and sterols, including VLDLs,
LDLs and HDLs. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
Discuss the structure and functions of proteins and the difference between complete and incomplete protein. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
List the major functions and deficiency symptoms for each water-soluble and each fat-soluble vitamin. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
Identify the major functions of water in the human body and describe fluid volume deficit and fluid volume excess. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
List the primary functions, deficiency and toxicity symptoms for the major minerals and the trace minerals. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
Name the three primary energy sources for the body and describe their energy pathways. SCANS:
Basic skills, thinking skills, personal qualities, resources, information.
Discuss the health benefits of regular exercise. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
Discuss the use of BMI as a tool for assessing body weight and body composition. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
Describe the major hormonal, metabolic, anatomical, and physiological changes that occur during pregnancy. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
Describe the primary developmental factors of each of the three stages of childhood and list factors that influence nutrient requirements for each. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
Discuss an influence that affects nutritional lifestyles and changes in nutrition requirements associated with each age category of adulthood. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
Describe the metabolic responses to starvation. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
Explain the ebb phase and flow phase of the body’s response to severe stress and the effects of stress on the metabolism of nutrients. SCANS: Basic skills, thinking skills, personal qualities, resources, information
Describe nutritional risk in terms of age, weight, laboratory evaluations, body systems, and feeding modalities. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
Compare the nutritional components of a normal diet and a modified diet and define quantitative and qualitative dietary modifications. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
Describe two factors of each diet: clear liquid diets; full liquid diets; pureed diets; mechanical soft diets; soft diets; regular or general diets; and diet as tolerated. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
Describe the five categories of complementary and alternative medicine and compare their advantages and disadvantages to convention medicine.
SCANS: Basic skills, thinking skills, personal qualities, resources, information.
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Describe how dietary supplements may interact with other medications and treatments and how drug-nutrient interactions may occur. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
Identify conditions under which enteral feeding by tube and parenteral nutrition are routine, and when they are beneficial but not routine. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
Describe dysphagia, gastroesophageal reflux disease, peptic ulcer disease and dumping syndrome and describe appropriate medical nutrition therapy for each condition. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
Describe the appropriate medical nutrition therapy for liver disorders of fatty liver, hepatitis (all types), cirrhosis, liver transplantation; gall bladder disorders of cholelithiasis, choledocholitheasis, cholecystitis; pancreatitis; cystic fibrosis. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
Describe the macrovascular, microvasular, and neuropathy effects of diaketes mellitus on body systems. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
Explain the differences between Type 1 and Type 2 diabetes. mellitus and the relationship of food, exercise, and blood glucose levels for individuals with DM. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
Describe the goals of medical nutrition therapy for cardiovascular disease, hypertension, myocardial infarction and congestive heart failure. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
Identify common causes of acute renal failure and chronic renal failure and how nutritional needs are determined. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
Explain the difference between hemodialysis and peritoneal dialysis. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
Describe the medical nutrition therapy prescribed for cancer patients, HIV patients and patients with pulmonary disease disorders. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
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Discuss the nutritional side effects of the cancer treatments of chemotherapy and radiation treatment and bone marrow transplantation. SCANS: Basic skills, thinking skills, personal qualities, resources, information.
III. Instructional Materials
The method of instruction used for this course will consist of a combination of lectures, discussions, and other learning activities to aid in student learning. The specific activities used to assist students in mastering chapter course information will be lectures, class discussions and special projects.
Students are required to read and understand the course text book Understanding Nutrition, 10 ed.
Whitney and Rolfes and other materials provided by the instructor. The test will be closed book exercises.
IV. Method of Evaluation
Grades in this course will be based on the following criteria:
Lecture exams, including a comprehensive final: 55% - 75%
Projects: 25% - 45%
In lecture, there will be four unit exams and a comprehensive final exam. Each exam may include a mixture of multiple choice, matching, labeling, fill in the blank, short answer or essay questions.
See Course Outline for details.
Projects will be addressed separately.
V. Attendance Policy
Regular and punctual class attendance is expected at Navarro College since it is assumed that students are enrolled for the purpose of furthering their education. Students who are absent from class due to participation in an officially sanctioned school activity must present notice of the event to the instructor (at least two weeks prior, is desirable) and request advanced assignments. If the student is passing the course, the request to make up assigned work, quizzes or tests will be honored. If missing the class will endanger the student’s success, the class instructor will notify the activity sponsor and a decision regarding the student’s participation in the activity will be reached by the sponsor and instructor. In general, the decision will reflect the philosophy that students attend college for educational purposes and participation in activities outside the classroom is recognized as a lower priority.
VI. Equal Educational Opportunity
Navarro College shall comply with existing federal and state laws and regulations, including the
Civil Rights Act of 1964 (P.L.880-352) and Executive Order 11246 (Revised order #4), where applicable, with respect to the admissions and education of students, with respect to the availability of student loans, grants, scholarships, and job opportunities, with respect to the student and faculty activities conducted on the premises owned and operated by the College. Navarro College shall not discriminate either in favor or against any person on the account of race, color, creed, sex, age, national origin, ancestry, handicap, marital status or veteran status.
VII. Services for Students
A. Tutorials – Navarro College provides free tutorial services in the Tutoring Center in the basement of the LRC for any student who may encounter problems with this or any other course. If you are having difficulty with this course, please contact your instructor and/or
Mrs. Alene Huffman in the Tutoring Center at 875-7455 and take advantage of the tutorial services.
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B. Special Populations Students – Navarro College provides, through the Carl Perkins
Center, a variety of services for students who are single parents, displaced homemakers, persons with disabilities, students majoring in non-traditional occupations, and limited
English-speaking students. Students falling in one or more of these categories should contact the Carl Perkins Career Center, located on the second floor of the LRC, for details concerning these services. Please note that the Center is funded through a federal grant and the level of service depends on funding available. Students must meet specific requirements as defined by the federal government.
C. Financial Aid – If you are receiving financial aid grants or loans, you must begin attendance in all classes. Do not drop or stop attending any class without consulting the
Financial Aid Office. Changes in your enrollment level and failing grades may require that you repay financial aid funds.
VIII. CLASSROOM POLICIES
Electronic Devices in the Classroom - Navarro College believes that the dynamics occurring in the classroom should primarily enhance the instruction process. The classroom is a learning laboratory, which must be free from interruption or interference. As a result, all electronic devices capable of generating noise, such as cellular phones, pagers, palm pilots, beeper watches, etc., are considered a distraction to the learning process and will be turned off prior to entering the classroom. Such devices will also be kept out of sight and not accessed during the class period.
Any student will not interact with these devices at any time during classroom instruction. Any student who anticipates receiving a message during classroom instruction or expects to be contacted in class by an outside source must coordinate with the Department or Division
Secretary. Such message will be delivered to the appropriate instructor who will arrange a mutually satisfactory response to the situation.
The instructor will warn a student who fails to comply with this policy one time. The student, upon the warning by the instructor, will take immediate corrective action. In the event the student fails to comply with the instructor's request, the student will be dismissed from class and at the instructor's discretion, may be counted absent or have points deducted for work missed, if appropriate. A student who violates this policy a second time will be dismissed from class, counted absent, and have points deducted for work missed, if appropriate, and referred to the
Assistant Dean of the Division. The Assistant Dean will then convey to the student that any further offense will cause the student to be dropped from the class for disruptive behavior in the class where the violation occurred.
A student who has an electronic device activated during an examination period will not be permitted to continue the examination, will be asked to leave the classroom, and will be denied the opportunity to complete or re-take the examination. Due to the circumstance, the instructor may question the validity of any portion of the examination completed prior to the violation and may elect not to grade the examination. In such a situation, the student will not receive credit for the examination and will not be permitted to make up the missed examination.
Food and Beverages in Classrooms and Laboratories - Navarro College is proud of the appearance of its campus and facilities. In order to assist in keeping facilities clean, no food of
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any type is allowed in any classroom, laboratory, the library, planetarium, art gallery, or museum. Food is defined as any edible food EXCEPT gum and cough drops. If you must carry food with you to be consumed elsewhere, the food must be in your backpack or other closed bag and out of view.
Beverages are allowed in all areas, classrooms included, except the planetarium, art gallery, museum, computer laboratories and other specialized laboratories, containing sensitive equipment. Students and staff must exercise extreme care in bringing beverages into campus facilities as spills may damage carpet and other furnishings. All students and staff are expected to police their own area.
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VII. SCANS Incorporation
Basic Skills:
Reading skills are enhanced by reading the course text book, additional reading assignments, and internet research.
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Writing skills are sharpened with essay exam components, and lab assignments.
Arithmetic and Mathematical operations are sharpened by performing the computations necessary to complete special dietary projects.
Listening skills are enhanced through lecture, videos, and team assignments.
Speaking skills are enhanced through class room discussion, presentations.
Thinking Skills:
Creative thinking is demonstrated with projects, class discussion and essay exam components.
Decision-making skills are sharpened when developing solutions to study issues.
Problem solving skills are challenged with study questions.
Visualization skills are enhanced by studying graphics, illustrations, specimens and models.
Knowing how to learn is improved through various presentations of the course material.
Reasoning is enhanced by developing an understanding of the relationship of various nutritional concepts.
Personal Qualities:
Responsibility is enhanced through meeting assignment deadlines, homework deadlines, taking exams, and meeting class responsibilities.
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Self-esteem is built by developing demonstrated knowledge goals, self worth, and knowledge of the importance of nutritional concepts relating student importance to the class.
Sociability is stressed through class discussion, team participation, and value of diversity.
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Self-managements skills are stressed through personal evaluation of course performance and assessment of ways to improve personal performance.
Integrity and honesty are enhanced by gaining knowledge of study priorities and test taking behaviors.
Resources:
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Utilization of time as a resource is stressed through course deadlines and learning the importance of managing time as an organizational resource as it relates to the biology course.
Students learn the importance of allocating and managing time in the study and reading process.
Students learn where additional resources are available if needed, through free tutoring, instructor office hours, or computer modules in the LRC.
Interpersonal Skills:
Teamwork is required to collect data in some projects.
Students are encouraged at the beginning of the course to form study groups, which enable them to teach each other new skills.
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Student leadership emerges in group work when data collation and reporting are required.
Acceptance of human diversity is learned in group work with assignment of a variety of tasks among individuals having different levels of skills and varied backgrounds.
Information:
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Students learn to acquire and evaluate information through reading the textbook, reading additional periodicals, and Internet research.
Students learn to acquire and evaluate information through laboratory experimentation and observation.
Students must interpret study information and communicate it to the instructor in writing.
Word Processing software is utilized to process information into readable case study analysis regarding research projects.
Systems:
Students will be able to evaluate the earth as a whole systems and how materials move in and through the systems.
Technology:
Students utilize personal computers for Internet research and Word Processing software, microscopes, videos, and the Cook Center equipment and programs.
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