NUFD 113: Nutrition and Metabolism

Variety of Resources, Learning Outcomes, Break Down Into Steps

Reflection on Instructional Change:

One practice from ACUE that I implemented was Concept exploration using prompt inquiry. In my course, I had already applied the Content Introduction (lectures, readings) and Application phase (in-class activities, discussions, homework assignments) related to the Active Learning Cycle, so I added on the Content Exploration. I now start lectures with questions or a short article to review at the beginning of class and have students do a Think-Pair-Share to have students recall what they know before we begin. It often piques their interest in the lecture material.

I did this in my class before a lecture on vitamins. I had students do a Think-Pair-Share with these three questions: “Write down all the vitamins you know. What foods do you think are good sources of these vitamins? What do you think the functions of these vitamins are?” The students really liked this activity because they had to think about what they knew. When they reported their results to me, I clarified any misconceptions and tied the accurate responses into our upcoming discussion. The students shared certain vitamins they were excited to learn about, so during the lecture I asked if those students had any questions when we reviewed those vitamins. I found it piqued their interest in the lecture material.

The downloadable Reference pdfs were very helpful because they are a tool I can always refer to. I saw some that I thought were especially useful and when I need new ideas for activities, I reference them. I also liked the Practice and Reflect Written Assignment. I appreciated having to reflect on the techniques I learned and then planning on how to apply them. Summarizing these techniques was a great way to help me to remember what I learned. The "Observe and Analyze" synchronous zoom session was a great way to get feedback from my colleagues that I don’t always have access to.

I had a great "take away" moment from the "Observe and Analyze" synchronous zoom session. A colleague recommended that when I do prompt inquiries for concept exploration at the beginning of lecture, pretend like you are asking the questions in “real time.” Pause a moment to let them answer the questions and thank them for taking the time to answer the questions. Then continue in answering the questions and even pull up articles or pictures to demonstrate the answers.

Evidence of Instructional Change
MyPlate Plan Concept Exploration	Collaborative Class Study Guide	Screenshot of a Resource I saved

Practice and Reflect on: Using Groups to Ensure Active Online Learning

Course Syllabus

Faculty Bio
	I was born and raised right here in Sacramento, California. I grew up in an active family that loved to cook and bake. My passion for food and health encouraged me to pursue a degree in Clinical Nutrition at UC Davis. During my undergrad, I competed as a NCAA Division I athlete in Cross Country and Track & Field all four years and got to travel around the country for races. I loved learning and sharing my nutrition knowledge with others and felt the best way for me to turn this passion into a career was to become a registered dietitian. I completed my dietetic internship and master's degree at CSU Long Beach after UC Davis. For my thesis, I conducted qualitative research looking at fruit and vegetable intake among college students (feel free to ask me about the results!). I am now a registered dietitian and work in the clinical setting. I love teaching future dietitians and medical professionals about nutrition at Sac State. I enjoy anything that keeps me moving (running, pickleball, basketball, dancing are a few), comedy, cooking/baking, trying new coffee spots, and spending time with my family and friends.

Work supported by:
	Academic Affairs GI 2025 STEM4Equity: P031C210012 Department of Education STEMZone: 1832335 National Science Foundation *Any opinions, findings, and 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.