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NUFD 213: Advanced Nutrition with Community Program Applications

Course Objectives, Alignment, Assessment

Reflection on Instructional Change:

In the ACUE course, I implemented Designing Aligned Assessments and Assignments by creating a course map to align learning outcomes, assessments, and experiences. I began by assigning a cognitive learning target to each course objective using Bloom’s Taxonomy. Next, I designed summative assessments that aligned with these cognitive targets and emphasized workplace skills, such as problem-solving, communication, and critical thinking. To support these assessments, I developed formative activities like discussions, practice tasks, and peer reviews, helping students build skills incrementally.

Implementing this practice improved my teaching by creating a structured approach to alignment. While I didn’t share the course map with students, I plan to do so in the future to clarify how the course objectives and skills they build throughout the course connect to workplace applications. To keep students informed, I stated the aligned course objective with each assignment instructions. I also emphasized in class that formative assessments were for practice to prepare for summative success. Although I didn’t formally record student reactions, their engagement and performance on summative tasks suggests they valued the alignment and its connection to real-world skills.

I found the Implementation Resources included with the ACUE course the most impactful to my teaching. These resources provided the clearest language and instructions for how to incorporate the practices into my instruction and course structure.

The Observe and Analyze Session I attended was a make up session, so there were no other FLC attendees present. The Moderator, however, provided lots of positive feedback regarding the Course Map and agreed the assessments and learning activities appear aligned with the course objectives.

Evidence of Instructional Change

Evidence of Learning
Evidence 1	Evidence 2	Evidence 3
A course map was created to align learning activities with course outcomes. A cognitive level was identified for each outcome using Bloom's Taxonomy. Summative assessments were designed to match that cognitive level.	Canvas assignment instructions were updated to include a Purpose statement and the Course Outcome that was aligned with this assignment.	ACUE Badge: Designing Learner-Centered and Equitable Courses

Practice and Reflect on: Align learning activities to learning objectives and course outcomes

Course Syllabus

Faculty Bio
	I have over 10 years experience as an instructor in nutrition and metabolism. Currently, I serve as an adjunct professor at CSUS but have also taught in the Los Rios Community College District. I am committed to building an inclusive learning environment that is student centered and equitable so that all students can succeed.

Program Sponsors
	This work was supported by: National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335 US Department of Education Hispanic Serving Institution Project Degree with a Purpose P031S210061 US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012 *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.