Accessible Syllabus Template malnutrition

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					                San José State University
   College of Applied Sciences and Arts/Nutrition, Food
                 Science, and Packaging
    NuFS 139: Hunger and Environmental Nutrition, Section 17
                         Spring, 2010

                                     Laurie M. Steinberg, MS, RD
                                     CCB 109
Office Location:
                                     (408) 924-3107 (Tues or Wed only)
                            (best contact method)
                                     Tues. 12:30-1:20 pm
Office Hours:
                                     Wed. 1:30-4:15 pm
Class Days/Time:
                                     IS 113
                                     Satisfaction of Writing Skills Test (WST), Upper-division
                                     standing, and Completion of Core GE, 3 units
                                     Area R
GE/SJSU Studies Category:

Faculty Web Page and MYSJSU Messaging (Optional)
Copies of the course materials such as the syllabus, major assignment handouts, etc. may
be found on my faculty web page at or
accessible through the Quick Links>Faculty Web Page links on the SJSU home page.
You are responsible for regularly checking with the messaging system through MySJSU
(or other communication system as indicated by the instructor).

Course Description
The physiology of hunger/malnutrition on human development and health; political,
social, cultural, and gender factors that contribute to world hunger;
scientific/technological foundations of population research and food production and their
effect on the environment.

Course Goals and Student Learning Objectives
GE/SJSU Studies Learning Outcomes (LO), if applicable
Upon successful completion of this course, students will be able to:

Hunger and Environmental Nutrition, NuFS 139, section 17 Spring 2010              Page 1 of 10
LO1 To demonstrate an understanding of the methods and limits of scientific
LO2 To distinguish science from pseudo-science.
LO3 To apply a scientific approach to answer questions about the earth and environment.

Course Content Learning Outcomes
Upon successful completion of this course, students will be able to:
LO1 Describe the physiological effects of malnutrition throughout the lifespan.
LO2 Describe basic biogeochemical and nutrient cycles that are the foundation of food
LO3 Describe the ecological approach to population research and the environment.
LO4 Describe the state of the world’s environment and its relationship to population
growth and food systems.
LO5 Describe scientific and technical advances that have increased the world food
LO6 Relate political/social/cultural/gender factors that affect the incidence of
LO7 Describe scientific methodology and research design, plus their limitation, used by
nutrition, population, and environmental and food scientists.
LO8 Apply a scientific approach to critically evaluate primary research articles and
identify the limitations of scientific investigation in studies involving the environment,
food systems, and/or the physiology of malnutrition.
LO9 Critically evaluate the credibility of current information on population, environment,
food systems and malnutrition using the scientific thought process.
LO10 Apply and improve upon the basic skills of reading, writing, mathematics,
speaking, critical thinking and scientific research learned in Core GE courses.
Content to Be Incorporated into the Course
    1. Diversity: Issues of diversity shall be incorporated in an appropriate manner.
    2. Writing: Written assignments should include both in-class and out-of-class
       writing, giving students practice and feedback throughout the semester. A single
       final term paper would not satisfy the requirement. A minimum of 3000 words of
       writing is required in a language and style appropriate for the discipline.
    3. Courses will focus on the scientific study of life forms or the physical universe,
       based on knowledge and skill established in Core GE Science.

Hunger and Environmental Nutrition, NuFS 139, section 17 Spring 2010               Page 2 of 10
Required Texts/Readings
The World Food Problem, 3rd ed. Foster, P &. Leathers, H.D. Lynne Rienner Publishers,
Boulder CO, 2004. Available at the SJSU Bookstore. (optional)
Other Readings
NuFS 139 Course Reader:

Classroom Protocol
As this is an advanced GE course, students are expected to be active learners and critical
thinkers. Active learning, critical analysis, and oral and written communication are
incorporated and introduced into the content through class instruction and discussions,
oral presentations, written critiques, and critical analysis assignments. Thought provoking
issues will be presented to you that will require critical thinking and analysis drawing
from several related academic disciplines you have mastered in your Core GE courses. It
is critical to your success in this course that you apply critical thinking and writing skills
to evaluate the scientific, political, cultural/societal and environmental concerns
encountered during the semester. Regular class attendance is vital.

Dropping and Adding
Students are responsible for understanding the policies and procedures about add/drop,
grade forgiveness, etc. Refer to the current semester’s Catalog Policies section at Add/drop deadlines can be found on the
current academic calendar web page located at The Late Drop
Policy is available at Students should
be aware of the current deadlines and penalties for dropping classes.

Information about the latest changes and news is available at the Advising Hub at

Assignments and Grading Policy
Basis for Course Grade
                                                   Points              %
Exam 1                                             100 pts.            (16.7%)
Exam 2                                             100 pts.            (16.7%)
Final Exam                                         100 pts             (16.7%)
Video Reviews (2 reviews)*                         30 pts              (5%)
Activities (3 Activities) *                        65 pts              (10.8%)
Service Learning Project Paper*                    80 pts              (13.3%)
Oral Presentation for SLP                           5 pts              (.83%)
Debate paper *                                     100 pts.            (16.7%)
Class Participation Exercises**                     20 pts.            (3.3%)

Hunger and Environmental Nutrition, NuFS 139, section 17 Spring 2010               Page 3 of 10
                       TOTAL                       600 pts                100%
Extra Credit (2 Video Evaluations)*                10 pts                 (1.7%)

(Course points from exams = 50%, course points from written assignments plus class participation =

* All papers must be submitted ON-TIME, typed and stapled with name and section
number for full points. Under exceptional circumstances, late assignments may be
accepted up to one week after the due date, but only if instructor permission is
granted by email on or before the due date. Points will be deducted from late
assignments at instructor’s discretion.
** Class participation exercises will be 4 unannounced discussion/writing exercises on
lecture material, 5 points each, during the course of the semester. Only students attending
class when exercises are given will earn points; the points cannot be made up.
Grading Percentage Breakdown

94% and above                  A
93% - 90%                      A-
89% - 87%                      B+
86% - 84%                      B
83% - 80%                      B-
79% - 77%                      C+
76% - 74%                      C
73% - 70%                      C-
69% - 67%                      D+
66% - 64%                      D
63% - 60%                      D-
below 60%                      F

Assignments –
Available at

Note: Always refer to the specific assignment for complete details, due dates and
grading rubrics.

Activity #1: Caloric intake, Caloric deficit – 25 points
This assignment meets Learning Objective Goals #1 and 3
This assignment will help students understand what it means to eat a healthy, balanced
diet, and what a deficient diet looks like. Students will calculate daily caloric
requirements for themselves and a poor Philippino farmer using the Mifflin-St.Jeor
equation. They will analyze their own dietary intake for one day using web-based
software, obtain reports and compare their own diet to reports for one day’s intake for the
poor farmer and write a three page paper on the comparisons.

Hunger and Environmental Nutrition, NuFS 139, section 17 Spring 2010                   Page 4 of 10
Activity 2: Interpretation of the Research Article- 25 points
This assignment meets Learning Objective Goals #1 and 2
Students will be able to apply a scientific approach to critically evaluate a primary
research article and identify the limitations of scientific investigation in the study. The
students will be provided a scientific research article and questions to assist in critical
analysis. Grading will be based on student’s ability to interpret and answer questions
provided. Assignment will be typewritten, 3-4 pages double spaced.
Activity 3: Plotting and Interpretation of Population Pyramids- 15 points.
This assignment meets Learning Objective Goals #2 and 3
Students will be provided with 2005 data from the U.S Census Bureau and World
Reference Bureau for the USA and Kenya. Students will also be provided with several
questions to help interpret population data and plot pyramids for the countries USA and
Kenya for years 2005 and 2025. Through the assignment, the students will also have an
opportunity to: 1) Construct some population pyramids that show the age distribution for
a given population. 2) Examine population pyramid patterns and analyze environmental
and /or policy issues within the countries that might create these patterns. 3) Examine
data other than simple population figures that can influence the impact of a given
population on resources and the environment. Students construct pyramids and answer
questions for the activity in class. Graph paper provided for plotting of population

Community Service Learning: 85 points
This assignment meets Learning Objective Goals #1 and 3
The primary objective of this assignment is to involve students in a community based
activity that relates to the hunger issues discussed in class. Service Learning helps
students make real the issues that involve our community and apply scientific knowledge
to understand physiological effects of hunger on malnutrition and health. This paper
must have a journal entry for each time the student visits the agency. The student may go
for orientation, training or volunteering. Each visit must be described, including jobs
done and how they contributed to the mission of the agency. There must be a reflection
portion of the paper for each visit to the agency. It is important that the student write at
least 1 paragraph of reflection for each visit to the agency to volunteer. The written report
should be 3-4 pages long and will be graded based on quality of writing: grammar,
spelling, topic organization and other criteria.

Debate Paper: 100 Points
This assignment meets Learning Objective Goals #1, 2 and 3
The report should be a 5-page (double-spaced) synthesis paper on an issue related to any
topic relevant to hunger and environmental nutrition. The paper will present both sides of a
controversial issue and arrive at a definite conclusion or interpretation supported by research
data from the literature (including at least 4 research articles). Debate paper guidelines will
be provided separately with grading rubric.

Major Video Reviews: 15 points each
This assignment meets Learning Objective Goals #1
Students will be required to write a discussion paper for two major videos: Minnesota
Semi-Starvation Study and Harvest of Fear. Review will include the main idea of the

Hunger and Environmental Nutrition, NuFS 139, section 17 Spring 2010               Page 5 of 10
video, its point of view, and will describe the link between the video and the issues and
positions discussed in class. 2 pages typewritten.

Extra Credit Videos: 5 points each
Students can turn in a one-page evaluation of up to 2 videos (not the 2 Major Videos,
Minnesota Semi-starvation Study and Harvest of Fear) viewed in class no later than one
class period after the video was viewed. (FYI – Exams will contain questions about
information from videos!)

Summary of Required Writing
In class writing consists of: In class activities, Major Video Review I, exams, and class
participation exercises.

Outside of class writing will consist of: (typed or computer printed and stapled):
3 activities                      8 pages typewritten                  (2000 words)
Major Video Review II             2 pages typewritten                  (500 words)
Service Learning Project          3 pages typewritten                  (750 words)
Debate Paper Project              5 pages typewritten                  (1250 words)
Extra Credit Videos               1 page each                          (250 words each)
(2 maximum)

Evaluation Criteria for Written Assignments

All outside of class written assignments must be typed, double-spaced, and the pages
must be stapled. Please do not submit assignments in folders. Please type using Times
New Roman 12-point font with a 1- inch margin on all sides and include a word
count. Do not submit assignments in the default 11-point Calibri font in Vista. All
required written assignments will be graded for content, spelling, grammar, word usage,
logic, presentation and adherence to assignment instructions. Please proofread all
assignments prior to submission. Late assignments will be accepted only with instructor
approval prior to the due date, as noted above.

Exam Policy

Each exam will consist of objectively graded material. Midterms will cover only topics
from the lectures preceding each exam, respectively. The final exam will not be
cumulative. Please bring the computer form T&E 200 answer sheet and No. 2 pencil to
class for each exam. No make-up exams will be given.

Hunger and Environmental Nutrition, NuFS 139, section 17 Spring 2010             Page 6 of 10
University Policies
Academic integrity
Your commitment as a student to learning is evidenced by your enrollment at San Jose
State University. The University’s Academic Integrity policy, located at, requires you to be honest in all your academic
course work. Faculty members are required to report all infractions to the office of
Student Conduct and Ethical Development. The Student Conduct and Ethical
Development website is available at
Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism
(presenting the work of another as your own, or the use of another person’s ideas without
giving proper credit) will result in a failing grade and sanctions by the University. For
this class, all assignments are to be completed by the individual student unless otherwise
specified. If you would like to include your assignment or any material you have
submitted, or plan to submit for another class, please note that SJSU’s Academic Policy
S07-2 requires approval of instructors.
Campus Policy in Compliance with the American Disabilities Act
If you need course adaptations or accommodations because of a disability, or if you need
to make special arrangements in case the building must be evacuated, please make an
appointment with me as soon as possible, or see me during office hours. Presidential
Directive 97-03 requires that students with disabilities requesting accommodations must
register with the Disability Resource Center (DRC) at to
establish a record of their disability.

Learning Assistance Resource Center
The Learning Assistance Resource Center (LARC) is located in Room 600 in the Student
Services Center. It is designed to assist students in the development of their full academic
potential and to motivate them to become self-directed learners. The center provides
support services, such as skills assessment, individual or group tutorials, subject advising,
learning assistance, summer academic preparation and basic skills development. The
LARC website is located at http:/

SJSU Writing Center
The SJSU Writing Center is located in Room 126 in Clark Hall. It is staffed by
professional instructors and upper-division or graduate-level writing specialists from each
of the seven SJSU colleges. Our writing specialists have met a rigorous GPA
requirement, and they are well trained to assist all students at all levels within all
disciplines to become better writers. The Writing Center website is located at

Hunger and Environmental Nutrition, NuFS 139, section 17 Spring 2010              Page 7 of 10
     Course Number / Title, Semester, Course Schedule
Note about Lecture Topic/Activity Schedule: This is a tentative schedule. Midterm exams and
activity/assignment due dates may change according to the progress of class lecture; students will be
given fair notice of any changes by email.

Table 1 Course Schedule
Week            Date                       Topics, Readings, Assignments, Deadlines

          Part One          Biology of Malnutrition
2         2/2               Course Introduction Read: Green Sheet
                            Nutrient needs and the human diet
                            Video: One Common Need
                            Service Learning Project described
3         2/9               Physiological effects of malnutrition during the human lifespan
                            (fetus to elderly)
                            Activity 1: Determining nutrient needs/diets.
                            In-class: Calculate your energy requirements and body composition.
                            Out-of-class: Using diet analysis website, students will compare a
                            typical day’s intake to a typical day for an undernourished farmer in
                            a developing country.
                            Video: Ending Hidden Hunger: Making a World of Difference
          Part 2            Scientific Method and Research
4         2/16              Review scientific method, aspects of various common research
                            methodologies/ designs, limits of scientific inquiry and how to
                            distinguish sound nutrition scientific information and reliable
                            information sources from pseudo science information.
                            Activity 1 due
                            Service Project location due
5         2/23              Activity 2 Described: Interpretation of Scientific Research
                            Out-of-class: Read the provided research paper. Analyze whether
                            the information given and the conclusions drawn are scientifically
                            sound and responsibly reported.
                            Debate Paper Described (Learning Objec. 8, 9)
                            Video: Minnesota Semi-Starvation Study
                            In-class: Write Major Video Review I
                            Review for Exam 1

Hunger and Environmental Nutrition, NuFS 139, section 17 Spring 2010                         Page 8 of 10
          Part 3           Social and Policy Issues
6         3/2              Policies/efforts to prevent malnutrition
                           Discussion: Are hunger standards the same in the U.S. as in the rest
                           of the world? Who is hungry?
                           Exam: Mid-Term #1. Bring Scantron #200 and number 2 pencil.
7         3/9              Societal issues related to hunger and malnutrition: gender issues,
                           equal access to education and jobs and the relationship to poverty
                           and hunger/malnutrition
                           Video: Where the Water Meets the Sky
                            (about one hour)
                           Activity 2 due
          Part 4           Food Systems/Production and Distribution
8         3/16             Foundation of food availability & production - Review of
                           Biogeochemical and nutrient cycle, energy flow and the food chain.
                           Description of the most commonly used food providing systems.
                           Scientific method and research methodology used by food &
                           agricultural scientists.
9         3/23             The current world food supply. Scientific and technical advances
                           that have increased world food supply. (The Green Revolution);
                           Political/social issues and environmental factors that influence
                           food production and food distribution.
                           Service Learning Oral Presentations begin
                           Review for Exam 2
10        3/30             Spring Recess – No class
11        4/6              Video: Fair Trade (25 min)
                           Video: Millennium Development Goals (20 min)
                           Exam: Mid-term #2. Bring Scantron #200 and number 2 pencil.
          Part 5           Ecology of Hunger: Population and Environment
12        4/13             Human population growth: scientific predictions, influence on
                           resources, environment and incidence of malnutrition.

13        4/20             Human population growth: Activity 3: Population Pyramids: In-
                           class: Create Population Pyramids from population data. Written
                           analysis of data for developing versus developed countries presented
                           in terms of age demographics, infant mortality rates, family size in
                           various countries, resource usage and how these factors and changes
                           can be expected to affect malnutrition and hunger. Video: 6 Billion
                           and Beyond (60 min.)
                           Debate Paper due

Hunger and Environmental Nutrition, NuFS 139, section 17 Spring 2010             Page 9 of 10
14        4/27             Environmental factors that can impact food resources as part of
                           the worldwide ecosystem: water resources, pollution and scarcity,
                           habitat destruction, global warming.
                           Water Resources and stakeholders for water
                           The impact of food production on the environment: biodiversity,
                           bioinvasion, pollution and habitat destruction.

          Part 6           Is there a solution and what’s the price?
15        5/4              Science and Technology: genetically modified foods, sustainable
                           agriculture, aquaculture, integrated pest management
                           Video: Harvest of Fear (GM Food)
                           (~60 min.) In-class: Write Major Video Review II

                           Service Learning Project due

16        5/11             Societal & Cultural Aspects of diet: Vegetarianism etc.
                           Review for final exam
Final     Tuesday          Bring scantron 200 and number 2 pencil.
Exam      5/25
          12:15 pm

Hunger and Environmental Nutrition, NuFS 139, section 17 Spring 2010          Page 10 of 10

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