Spring 2024 Cohort - Tech4 Teaching & Learning Mini-Grant: Culminating Portfolio

NUFD 5: Science of Food

NUFD 5 Course Banner

Course Description

NUFD 5 Science of Food is a General Education Area B1 course that has been offered since Spring 2022. This course is available as an asynchronous online offering during the fall and spring semesters, as well as summer and winter intersessions. In a regular session, the average enrollment per section is 120 students, and it is also available through CourseMatch. This course is not a requirement for the Nutrition and Food major or minor.

Reflection on Tech4 Teaching & Learning Mini-Grant Deliverables:

Self Review of Course - Using QM Rubric

After completing a QM Self-Review of my NUFD 5 asynchronous course, I scored 97 out of 100. However, I noticed several areas that still had room for improvement, including stating academic integrity, how to contact the instructor, course navigation, and references for external resources. Through the self-review, it became clear that Standard 8.3, 'Tests in the course are accessible,' had not been fully met. The PDF versions of the lecture PPTs were selectable and searchable, but not all of them were. Tables were set up with headings for columns and rows, but not all tables had this structure. Images were described via alt-tags on Canvas, and text colors alone were not relied upon to convey meaning.

To address areas that currently do not meet standards and need improvement, I have outlined a series of planned activities. By August 1, 2024, I plan to provide students with information on protecting their data and privacy, particularly related to the MyPlate Quiz, and revise the course syllabus by adopting a dropdown page format for better accessibility. To enhance accessibility, I plan to focus on improving the worksheet format by addressing header rows and columns for better screen reader compatibility. By August 15, 2024, I plan to use remediation services to improve the accessibility of PowerPoint slides and review all HTML module pages, ensuring that font, color contrast, alternative text, and the use of proper headings, bullet points, and hyperlinks meet accessibility standards. These activities are aimed at improving the overall learning experience for students and aligning the course more closely with best practices in accessibility and inclusivity.

Analyzed the DFW Rates and Developed a Plan

The DFW rate in NUFD 5 Science of Food was 11% during Fall 2023, that was slightly higher than both the Department (9%) and University (10.4%) averages. Five worksheets, each worth 20 points, contribute to 33% of the total possible points for the course. Students were required to upload scanned or saved files to prove completion, which can be a complex process.

Simplifying the steps to complete the assignment could encourage more students to finish the worksheet, thereby reducing DFW rates. Through consultation and mentoring, it was recommended to convert the table portion of the worksheet into a fill-in-the-blank table format quiz, something I had not previously considered. Allowing students to directly enter their data into the table format quiz would simplify the process and reduce the likelihood of errors.

Created a Course Map to Demonstrate Alignment

Course Map

The course map shows the alignment between module objectives with other course materials and assessments.
Module/Topics	Module Objectives	Instructional Materials	Learning Activities	Assessment	Tools
Module 1 Fundamentals of Food Food Choices	MO1. Describe factors influencing our decisions on what and when to eat. (CO 1) MO2. Explain how the Dietary Guidelines for Americans and the MyPlate are designed to help guide Americans in making healthy food choices. (CO 1,5) MO3. Review the food choice resources and tools available to you and integrate the usage of these tools related to food choices. (CO 1,5)	Modules on Canvas Assigned Reading Lecture Recording Canvas Discussion MyPlate App	MyPlate Quiz Badge		Announcement Panopto Platform Gradebooks MyPlate App
Food Labeling	MO 1. Identify food labeling requirements. (CO 1, 4) MO 2. Explain basic provisions of nutrition labeling regulations. (CO 1,4) MO 3. Distinguish between nutrient content claims, health claims, qualified health claims, and structure/function claims. (CO 1,3,4) MO 4. Discuss the food allergen labeling. (CO 1,4)	Modules on Canvas Assigned Reading Lecture Recording Canvas Discussion	Discussion (MO 1, 4)		Nutrition Fact Sheet Panopto Platform Gradebooks Announcement CANVAS quiz
Food Safety	MO 1. Explain four critical food safety messages: wash hands and surfaces often, don’t cross-contaminate, cook to proper temperatures, and refrigerate promptly. (CO 4) MO 2. Identify food handling practices that will reduce the risk of foodborne illness. (CO 4) MO 3. Explain methods to reduce risks for consumers with food allergies and intolerances. (CO 4)	Modules on Canvas Assigned Reading Lecture Recording Canvas Quiz Class Video Canvas Discussion		Reflective Statement (MO 1, 2)	CANVAS quiz CANVAS discussion Gradebooks Announcement
Food Measurement	MO 1. Describe U.S. customary system of weights and measures. (CO 3) MO 2. Identify basic metric units for length, volume, and weight. (CO 3) MO 3. Apply conversion factors within U.S. customary systems. (CO 3) MO 4. Explain the differences between and the appropriate use of liquid and dry measuring cups. (CO 3) MO 5. Describe methods of accurately measuring common ingredients such as sugar, solid fats, liquids, and flour. (CO 3)	Modules on Canvas Assigned Reading Lecture Recording Canvas Quiz References		Quiz (MO 1-5)	CANVAS quiz Gradebooks Announcement Calculator if needed
Module 2 Fat and Oils	MO 1. Discuss consumption trends and nutritional value of fats. (CO 1-3) MO 2. Explain functions of fat in food preparation. (CO 1-3) MO 3. Describe key properties of fat. (CO 1-3) MO 4. Discuss fat rendering and oil processing. (CO 1-3) MO 5. Discuss factors that influence fat rancidity and flavor reversion. (CO 1-3) MO 6. Explain the formation of emulsions. (CO 1-3) MO 7. Compare temporary and permanent emulsions. (CO 1-3)	Modules on Canvas Assigned Reading Lecture Recording Canvas Quiz Class Video Worksheet		Exam (MO 1-7) Worksheet (MO 1, 2, 6)	CANVAS quiz Gradebooks Announcement
Module 3 Milk and Dairy Products	MO 1. Discuss consumption trends and nutrition of milk. (CO 1-3) MO 2. Summarize the composition and characteristics of milk components. (CO 1-3) MO 3. Summarize types of milk, cultured milk, concentrated milk, dry milk, and cream products. (CO 1-4) MO 4. Define pasteurization, homogenization, and fortification of milk products. (CO 1-4) MO 5. Describe how cheese is coagulated and protein components affected. (CO 1-3) MO 6. Discuss use of milk and cheese in food preparation. (CO 1-3) MO 7. Discuss milk alternatives. (CO 1-4)	Modules on Canvas Assigned chapter from textbook Lecture Recording Canvas Quiz Class Video Worksheet	MyPlate Dairy Badge	Worksheet (MO 1-4, 7)	CANVAS quiz Gradebooks Announcement MyPlate Dairy Group
Module 4 Protein Products	MO 1. Discuss consumption trends and nutritive value of various proteins. (CO 1-3) MO 2. Describe egg, meat, poultry and seafood composition and characteristics of each component. (CO 1-3) MO 3. Discuss government regulations and grading standards. (CO 4, 5) MO 4. Describe multiple factors to consider when purchasing meat. (CO 1-5)	Modules on Canvas Assigned Reading(s) Lecture Recording Canvas Quiz Class Video Worksheet	MyPlate Protein Badge	Reflective Statement (MO 1, 3) Exam (MO 1-4) Worksheet (MO 1-4)	CANVAS quiz CANVAS discussion Gradebooks Announcement MyPlate Protein Group
Module 5 Grain Products	MO 1. Discuss consumption trends of grains. (CO 1, 5) MO 2. Identify the role of grain nutritive value in the diet. (CO 1-3) MO 3. Describe the definition, structure, and composition of grains. (CO 2, 3) MO 4. Explain grain fortification and enrichment. (CO 1-4) MO 5. Describe common cereal grains, its refinement and food uses. (CO 1-3) MO 6. Compare ready-to-eat cereals with cooked cereals. (CO 1-3)	Modules on Canvas Assigned Readings Lecture Recording Canvas Quiz Class Video Worksheet	MyPlate Grain Badge	Worksheet (MO 1-6)	CANVAS quiz Gradebooks Announcement MyPlate Grain Group
Module 6 Fruits and Vegetable Products	MO 1. Discuss consumption trends and nutritive value of fruits and vegetables. MO 2. Describe various types of fruits and vegetables and their characteristics. MO 3. Explain factors to consider when purchasing fruits and vegetables. MO 4. Explain factors that impact plant pigments, including browning. MO 5. Summarize impact of cooking on cabbage and onion flavors. MO 6. Describe appropriate storage and preparation of fruits and vegetables. MO 7. Summarize methods of cooking vegetables. MO 8. Describe the purchase forms of fruits and vegetables and their characteristics.	Modules on Canvas Assigned chapter from textbook Lecture Recording Canvas Quiz Class Video Worksheet	MyPlate Fruits Badge MyPlate Vegetable Badge	Exam (MO 1-8) Worksheet (MO 1, 2, 3, 8) Reflective Statement (MO 1, 2)	CANVAS quiz CANVAS discussion Gradebooks Announcement MyPlate Fruit Group MyPlate Vegetable Group

Professional Development Selected to Strengthen Skills and Knowledge -- AI tools for Teaching & Learning by CSU OCS

I have chosen to participate in the ACUE Gen AI Course in Spring 2024 as part of my professional development. I selected this course to enhance my knowledge and skills in AI and to explore how I can integrate AI into my online classes as a learning tool. While I have completed four out of the six modules, I was unfortunately unable to finish the course within the given time frame due to my leave. I appreciate the CTL’s sponsorship of this valuable opportunity.

To make up for this, I have registered for the Summer 2025 AI Tools for Teaching and Learning course, scheduled from July 28, 2025, to August 24, 2025.

Course Redesign Process and Experience

The support from the facilitators of the Tech4Equity mini-grant, along with the guidance from the instructional designer, was invaluable in helping me reorganize my course structure. I transitioned from a weekly to a module-based format, developed an Overview and Summary page for each module, and converted five worksheets from a file upload format into a fill-in-the-blank quiz format. Additionally, I implemented an academic integrity agreement quiz, restructured the Home page and the Start Here module, and made improvements to the course’s accessibility.

My course underwent a QM Preparatory Review, receiving feedback with all essential standards assessed as "met" and recommendations for several non-essential standards (94 out of 100). It is currently under revision following feedback from the Formal Review. This mini-grant allowed me to revisit and reorganize the flow and structure of the course content. The time spent reviewing my course in relation to QM Standards, exploring strategies to enhance student engagement, reduce the DFW rate, and align the course content flow with best practices for online course design was incredibly valuable.

Evidence of Online Course Re-Design

*NUFD 5* Re-Design
*Change 1 - Module Overview Page AFTER Re-Design*	*Change 2 - End of Module Summary Page AFTER Re-Design*
*[Screenshot of the Module 1 Overview Page* *Image Description:* Overview page contains information about the module, then a topic overview along with the associated learning objectives, to-do list, and any course references]	*[Screenshot of the Module 1 End of Summary Page* Image Description: The module wrap up page reviews what we covered, reminds them of the items they needed to do to complete the module, and the next steps they should be aware of for the next module.]
*Change 3 - Fill-In-Blank Worksheet*	*Change 4 - Panopto Checkpoint*
All worksheets in Word were converted into the Fill-In-Blank Quiz format. [Screenshot of the Fill-In-Blank Worksheet Image Description: placed in a table format, each row has a portion for 1 Tbsp, the rows from left to right: Canola Oil, Amount; Canola Oil, Unit; Olive Oil, Amount; Olive Oil, Unit; Coconut Oil, Amount; and Coconut Oil, Unit. The student need to fill in each Amount empty space.]	The Panopto checkpoint for all lecture videos was adopted to promote student engagement and active learning. (SRS 6.2) [Screenshot of the embedded checkpoint within a lecture video Image Description: Instructions to the student that "The selected lecture videos contain embedded checkpoints within the videos. The check-point is not part of the grade points. However, it is expected to complete while watching the video lecture." Includes an example of the multiple choice questions provided for the topic in the video]
Change 5 - Home Page AFTER Re-Design	Change 6 - Restructuring the Topics by Module AFTER Re-Design
[Screenshot of the Home Page Image Description: The home page has a banner, welcome video from the instructor, instructor information, directions for getting started, and course link icon quick links for student navigation to: syllabus, announcements, modules, discussions, grades, and assignments.]	[Screenshot of the Course Date Schedule Image Description: Includes an important note to students on what each module includes, what to review, to-do lists, assignments and exams. References the syllabus page they can find the schedule, and a table with the schedule for the six modules in the course with two columns: modules and date, and topics.]

Changes in Course Syllabus and Schedules:

Course Syllabus

**Faculty Biography**
Your Name	About me:
	Dr. Seunghee (Skyler) Wie [seung-hee wee] (she \| her \| hers) is a Professor and Chair, Department of Nutrition, Food & Dietetics, California State University, Sacramento. Dr. Wie specializes in food safety and sanitation, principles of food preparation, and foodservice management. She is a registered instructor for ServSafe® Food Protection Manager Certification Course, recognized by the National Restaurant Association Education Foundation. Her most recent publications include "Metropolitan Consumers: Preferences for Local Food in the Supermarket" and “Knowledge Sharing in the Retail Food Protection Program: Perceived Importance and Actual Implementation”.

**Program Sponsors**
	This work was supported by: US Department of Education Hispanic Serving Institution Project TECH4Equity 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.