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NUFD 10: Nutrition & Wellness

Inclusivity, Engagement, Preparedness

Reflection on Instructional Change:

In the words of Heraclitus, nothing endures but change. Continuous learning and improvement is the hallmark of individual, organizational and institutional success. Sometimes this means learning more about something we already knew and have either yet to put it into practice or have dappled only superficially in it. Sometimes it means being exposed to new learning approaches and best practices that can help address gaps in the learning experience or enhance on existing activities.

One practice I have implemented during the first day of class is introducing ground rules for having productive discourse as an introductory activity. The activity introduces the five ground rules of 1) maintaining respectful engagement, 2) voicing perspectives from own experience, viewpoints, and interests, 3) actively participating for understanding (vs. debate), 4) acknowledging different communication styles, and 5) being kind as we are all learning together. This activity also served as a non-graded assignment practice for a discussion board assignment tat as due later in the week.

The students are then asked to participate in group discussion and address the following questions:

Which of Our Community Agreement guidelines above stands out to you the most?
And, why? Share your perspective on why this guideline is important to you.
How might we help each other honor Our Community Agreement?
How might your instructor help support your commitment to Our Community Agreement?
Upon subscribing to the board discussion, respond to at least one colleague by offering additional perspective (go beyond just agreeing with them)

The implementation of this practice served to set class expectations, provide students a chance to interact and learn from one another, and build confidence for completing assigned work. It also reduces changes of students getting into 'hot moments.' By talking about hat matters to them from their own vantage point, the students have the opportunity to engage in discourse by practicing active listening.

The implementation of this practice also helped ease students into the next activity, a separate practice in of itself, which was to introduce them to the class schedule, have them read the content individually, discuss their understanding of the content in pairs, and ask questions about the course in a class share-out segment. The first activity (setting expectations) is modeled in the second activity (class schedule review) and reinforces that lecture topics will be balanced with opportunities for students to be active participants in their learning journey. Here are a couple for references from the ACUE course that helped me define the activities used in class:

Leading the first day of class
- Demonstration Video: https://acue.instructure.com/courses/2329/pages/le1-course-demonstration?module_item_id=567281
- Implementation Resources: I used a slightly modified syllabus reconnaissance from the following resource - Syllabus Activities
Embracing Diversity in Your Classroom
- Demonstration Video: https://acue.instructure.com/courses/2329/pages/le2-course-demonstration?module_item_id=567301
- Implementation Resources: https://acue.instructure.com/courses/2329/files/1335008/download?wrap=1

Upon reflecting on my own "Observe and Analyze Session," I learned from my colleagues and facilitator that I demonstrated creating a caring and compassionate environment for the students, and went the extra mile to provide clarification where needed. The one disadvantage I had was to make sure the instructions are more concise to avoid having students loose attention. My 'aha moment' was that this does work! My takeaway is to keep looking for ways to improve areas that can be improved upon.

Evidence of Instructional Change

Images and captions
"Our Community Agreement" Activity	Student responses	All learning is good learning

Practice and Reflect on: Embracing Diversity in Your Classroom

I selected this practice because it demonstrates the importance of setting expectations for ensuring diversity right at the start of the semester. Placing importance on these expectation can also serve students well in real-life situations in their chosen profession and relationships.

Course Syllabus

Course Syllabus and Schedule

Faculty Bio

Faculty Bio
	Hello! I have been a faculty member since 2015. I enjoy teaching and look forward to meeting you. I have a bachelor's degree in Dietetics and Food Administration and a master's degree in Nutritional Science with focus on Nutrition Education from CSU, Chico. I am a Registered Dietitian and a Certified Dietary Manager. In addition to teaching, I have worked as a clinical dietitian at Saint Elizabeth's Community Hospital in Red Bluff, CA; as a nutritionist and training coordinator a local WIC agency in Merced, CA; as a supervisor of a program monitoring and training teams for over 10 years at the State WIC Program, and as a manager of the Statewide Training and Support Section at the Nutrition Education and Obesity Prevention Branch of the California Department of Public Health. Currently, I work as a Nutrition Education Administrator at the Department of Education. In my leisure time, I enjoy long walks, reading, listening to smooth jazz music, cooking, and spending time with family and friends. I wish you a fun-filled learning experience this semester and see you all soon!

CTL Section
	This work was supported by: National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335 CSU Office of the Chancellor Academic Affairs grant for Faculty Professional Development US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012 *Any opinions, findings, conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.