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FOOD, NUTRITION,

AND SERVICE
WHEN AND WHERE
DO WE MEET?

CLASS LECTURE:

T/R 5:00-5:50PM

LOCATION: PHILLIPS B156


OFFICE HOURS: LISNER 344/THURSDAY 3:30-4:30PM

WHO SHOULD YOU


KNOW?

LECTURE INSTRUCTOR:
TARA SCULLY, LISNER 344, TSCULLY@GWU.EDU , 202-994-7195
LAB SUPERVISOR:
JIMMY MUNOZ, ACHESON 103, JMMUNOZ@GWU.EDU , 202-242-6729
LAB INSTRUCTORS:
ANDREW THOMPSON, ANDREWWT@GWMAIL.GWU.EDU

WHAT SHOULD YOU


HAVE?

I-CLICKER (ANY TYPE/APP)


WHY WE EAT FOOD, SCULLY PRELIMINARY EDITION AVAILABLE
ONLINE
OPTIONAL: DISCOVERING BIOLOGY IN THE LAB, SCULLY PLEASE
REFER TO THE SYLLABUS FOR THE SPECIFIC LAB CHAPTERS USED
DURING THE SEMESTER (THE LABS YOU WILL USE ARE POSTED TO
BLACKBOARD)

WHY SHOULD YOU


CARE ABOUT THE
BIOLOGY OF
NUTRITION AND
HEALTH?

HAVE YOU EVER HEARD THE EXPRESSIONS, TELL ME WHAT YOU


EAT AND I WILL TELL YOU WHAT YOU ARE, OR YOU ARE WHAT
YOU EAT? WHILE NEITHER OF THESE PHRASES ARE MEANT TO BE
TAKEN LITERALLY, THEY ARE MEANT TO IMPLY THAT THE FOOD YOU
EAT WILL IMPACT YOUR STATE OF MIND AND OVERALL HEALTH. SO
THINK ABOUT WHY IS EVERYONE GOING GLUTEN-FREE? WHAT IS
THE LINK BETWEEN THE FOOD YOU EAT, GENETICS AND HEART
DISEASE? WHY IS THERE AN INCREASE IN THE PREVALENCE OF
DIABETES ACROSS THE GLOBE? HOW AND/OR DOES THIS RELATE
TO YOU?

I WANT TO EXPLORE WITH YOU THE VALUE AND FUNCTION OF


YOUR BODIES, YOUR FOOD AND OTHER ORGANISMS. WE NEED TO
START PREPARING FOR A LIFETIME OF HEALTH BEHAVIOR LIKE WE
PREPARE AND STUDY FOR OUR PROFESSIONAL CAREERS.
TOGETHER WE WILL EXPLORE THE TOOLS NEEDED TO ESTABLISH A
GOOD FOUNDATION TO UNDERSTAND NUTRITION AND COMMON
MEDICAL PROBLEMS RELATED TO FOOD. I WANT YOU TO PAY
ATTENTION TO YOUR HEALTH SO YOU CAN ENJOY YOUR WEALTH.

WHAT IS SERVICE
LEARNING?

THIS COURSE WILL COMBINE COMMUNITY-BASED LAB ACTIVITIES;


TAKING YOU OUT INTO THE COMMUNITY TO EDUCATE THE PUBLIC
ON NUTRITIONAL CONCEPTS AND ISSUES THAT YOU WILL LEARN IN

THE COURSE. TEAMS WILL DESIGN, COLLABORATE AND


IMPLEMENT AN ACTIVITY WITH A COMMUNITY PARTNER. THE
ACTIVITIES WILL HELP THE COMMUNITY PARTNER ACHIEVE AN AIM
WITHIN THEIR MISSION TO PROVIDE SERVICES FOR THEIR
COMMUNITY. THIS EXPERIENCE WILL TRANSFORM THE OBJECTIVES
FROM BEING PASSIVE TO BEING ACTIVE.

HOW WILL THIS


COURSE HELP YOU
IN THE FUTURE?

THIS COURSE YOU


WILL LEAVE BEING
ABLE TO:

HOW WILL YOU


SUCCEED IN THIS
COURSE?

THE OBJECTIVES OF THIS COURSE ARE CRAFTED SO THAT YOU CAN


LEAVE THIS CLASS AND RETAIN INFORMATION FOR FUTURE USE IN
REAL WORLD APPLICATIONS. FOR INSTANCE, MANY PUBLIC
POLICIES ON HEALTH ARE RELATED TO LITERACY. DURING THIS
COURSE YOU WILL FIND YOURSELF (A WELL-EDUCATED
INDIVIDUAL) LEARNING A LOT ABOUT WHAT IS IN THE FOOD YOU
EAT AND HOW CHALLENGING IT CAN BE FOR AN UNEDUCATED
PERSON TO EAT WELL. THE HEALTH CARE PROBLEM IS PLASTERED
ACROSS THE NEWS RIGHT NOW WHICH INCLUDES ASPECTS OF
POLITICS, BUSINESS, AND VERY PERSONAL AND RELIGIOUS ISSUES.
THIS COURSE WILL TOUCH ON JUST A FEW BUT IMPORTANT HEALTH
ISSUES WHICH ARE LONG-TERM PROBLEMS THAT MOST PEOPLE
DONT UNDERSTAND. IF YOU CANT UNDERSTAND WHAT YOU ARE
EATING AND HOW IT MAY BE HARMFUL AND HOW IT CAN LEAD TO
A CHRONIC DISEASE, HOW CAN WE CRITICIZE OR IMPLEMENT
EFFECTIVE PRACTICES IN THE REAL WORLD. WHAT ARE THE
SOLUTIONS?
1

DEFINE THE COMMON CHARACTERISTICS OF LIFE.

EXPLAIN HOW YOUR BODY TAKES IN FOOD, DIGESTS AND


USES IT AND WHAT CAN HAPPEN WHEN THINGS GO WRONG.

EVALUATE FOOD LABELS/INGREDIENTS AND UNDERSTAND


THE CONSTITUTION OF A GOOD PERSONALIZED DIET.

CONSTRUCTIVELY AND PRACTICALLY THINK ABOUT WHAT


MAKES YOU UNIQUE, WHAT FACTORS INFLUENCE
PREVENTABLE HEALTH ISSUES AND HOW BOTH OF THESE
AFFECT LONGEVITY.

COLLABORATIVELY APPLY CONTENT TO CASE SCENARIOS TO


DETERMINE LIKELY OUTCOMES.

ILLUSTRATE GENERAL PRINCIPLES OF INHERITANCE AND


RECOGNIZE HOW THESE CAN BE USED IN AGRICULTURE
AND MEDICINE.

CRITICALLY ANALYZE A DIET OR FOOD-RELATED HEALTH


ISSUE AND PRESENT YOUR ARGUMENT TO YOUR FELLOW
CLASSMATES.

CONNECT A TOPIC DISCUSSED THROUGHOUT THE


SEMESTER TO YOUR EVERYDAY LIFE.

PARTICIPATE. YOU ARE EXPECTED TO ACTIVELY PARTICIPATE IN THE


COURSE BASED UPON YOUR OWN GOALS FOR SUCCESS IN THIS
COURSE. THERE ARE STUDENTS FROM MANY DIFFERENT
BACKGROUNDS AND KNOWLEDGE IN THIS CLASS. MANY ACTIVITIES

WITHIN LECTURE AND LAB RELY ON GROUP WORK SO BE


COGNIZANT OF THEIR PERSPECTIVES AND THEIR VALUE
THROUGHOUT THE SEMESTER. ON THE SAME TRACK, YOU SHOULD
BE PREPARED FOR THESE ACTIVITIES IN ORDER TO CONTRIBUTE IN
YOUR OWN RIGHT.

COMMUNICATE. THIS COURSE IS DESIGNED TO MEET THE NEEDS


OF EVERY END OF THE SPECTRUM, FROM EXPERTS (THOSE WHO
TOOK AP BIOLOGY) TO THOSE WHO ARE NOVICES (SOME
STUDENTS HAVENT SEEN A BIOLOGY BOOK FOR 8 OR MORE
YEARS). IT CAN BE VERY CHALLENGING TO SPEAK UP AND ASK
QUESTIONS DURING CLASS BUT PLEASE DO AS YOU ARE NOT
ALONE. I AM ALSO WILLING TO FIELD QUESTIONS BEFORE AND
AFTER CLASS, ON BLACKBOARD, DURING REVIEW SESSIONS,
DURING OFFICE HOURS OR VIA EMAIL. IF YOU START THIS HABIT
EARLY IN THE SEMESTER, THEN I WILL BE ABLE TO IDENTIFY WHAT
CHALLENGES YOU ARE HAVING AND HELP YOU SUCCEED IN THIS
COURSE.

SCHEDULE OF LEARNING
WEEK 1: AUGUST 31 S T SEPTEMBER 4 T H

Read syllabus and Read Section 1: Why We Arent

TH TH
TH
WEEK 9:
5: OCTOBER
SEPTEMBER
2628
30
OCTOBER
2ND
Alone.
LECTURE PREP

Perform
Read
Section
Exercise
4: How
Yourdoes
Brainyour
Pg. food
70 get from your
What is life and how do we all interact?
mouth to your derrire?
What We
Energy
Production
Get from Them and Food Production
Group
Activity
4 prequiz
6
Read lab
and take

LECTURE PREP
TUESDAY/THURSDAY
TOPIC
TUESDAY/THURSDAY
TOPIC
LAB PREP
Study
Stay
infor
touch
quizyour team.
RD
T H postwith
WEEK 13: NOVEMBER 23
27 and
Energy
Enzymes: Activity 6
LAB PREP
LAB EXECUTE
Perform Exercise Your Brain Pg. 94

Team meeting
Volunteer!

H
TH
LECTURE
WEEK
2: PREP
SEPTEMBER
7 T(post
11 quiz
3)
LAB EXECUTE
AND
Thanksgiving No lecture on 26th
REVIEW
Read Section 2: Who is that in My
TUESDAY/THURSDAY
LECTURE
WEEK 10:
6: PREP
OCTOBER
NOVEMBER
5 T H2N D9 TH 6 T H
TOPIC

TUESDAY/THURSDAY
LAB
PREP PREP
LECTURE
TOPIC
LAB
EXECUTE AND
TUESDAY/THURSDAY
LAB PREP
REVIEW
TOPIC

Cheese Puffs?

Who Eats Whom?


No
labSection
Perform
Read
Exercise
6: Whats
Your Brain
the Deal
Pgs. with
42 & Energy
58
Drinks?
Group Activity 1
No
lab
Enzymes
Metabolism
and Digestion
Research community partners
Group Activity 7
5

Labor Day (No lab)


Stay in touch with your team.
WEEK
14: NOVEMBER 30 T H DECEMBER 4 T H
LAB
LAB PREP
TH
WEEK 3: SEPTEMBER 14Volunteer!
18 T H
LECTURE PREP
LAB EXECUTE AND
Perform Exercise Your Brain
Health-Related Food Issues
REVIEW
LECTURE PREP
Group Activity 10
TUESDAY/THURSDAY
T HThe
TH
T HT H
Organisms
in Our Food
WEEK
7:
11:
OCTOBER
NOVEMBER
12
9
1613
TOPIC
Group Activity 2
TUESDAY/THURSDAY
Prepare
presentations
Study for
Perform
Exercise
Your Brain
TOPIC
LAB
PREP PREP
LECTURE

Pgs. 11 & 27

Pg. 80

Read and take prequiz


Presentations
Tuesday:ofMidterm
Signals
Nutrientexam/
Use Thursday Moving Substances
LAB PREP
Group
Activity
8
LAB
EXECUTE AND
TUESDAY/THURSDAY
Food Science: Activity 1
REVIEW
TOPIC
(post quiz 1)
LAB EXECUTE
Stay in touch with your team.
WEEK 15: DECEMBER 8 T H
ST
TH
WEEK
4: SEPTEMBER 21
LAB
PREP

25

Volunteer!
Meet
and update
your TA.
Read Section
3: Where
Are Those
Trans Fats?

LECTURE PREP
LAB
EXECUTE
LECTURE
PREPAND
Review for final
REVIEW
The Organisms in Our Food and What We Get From
TUESDAY TOPIC
HThem
D TH
TUESDAY/THURSDAY
WEEK
8: OCTOBER
12:
NOVEMBER
19 T16
T H23
R20
Group
Activity7:
TOPIC
Read Section
5:3 When
Youre is
Going
Foodto
Not
PutYour
That
Friend?
in There?
FINAL EXAM
Read and take prequiz
LECTURE PREP
LAB PREP
Moving and Storing
Health-Related
FoodNutrients
Issues
TUESDAY/THURSDAY
LAB
EXECUTE AND
TOPIC
REVIEW

Chemical
Building
Group Activity
9 Blocks and Nutrition: Activities 1, 2,
&5
(post
quiz
Stay in
Prepare
touch
for2)presentations
with your team.

LAB PREP

Volunteer! Meet and update your TA.


LAB EXECUTE AND
REVIEW

ASSESSMENT OF YOUR LEARNING


LECTURE ASSESSMENTS (300PTS.) AND LAB ASSESSMENTS (200PTS.)

3 Lab activities
(15pts/each lab)

Service Learning
(75pts.)

Prep (5pts.): this is to get you ready to execute your lab


activities! Each survey covers any information within the
chapter introduction or within the lab activities assigned that
week. The surveys are 5 multiple choice questions posted 24
hours prior to the start of your lab period and close at the start
of your lab period.

Execute (5pts.): this is to get you to do science and connect it


to your life. The lab handout grade will include on-time
attendance of lab, attending the correct lab section, possession
of the lab manual for that days activities, participation during
lab activities, and completion of the manual questions for each
assigned activity. Grading of lab activity questions includes
grammar, spelling, the accuracy of answers and the use of
ones own wording.

Review (5pts.): this is to get you to practice the concepts. Each


review survey covers any information within the lab activities
completed the week before. These are either short answer
questions, matching or identification. The quizzes will be given
at the beginning of the next lab section.

Initial activity proposal (10pts.)


At the end of 3 weeks, the team will submit an activity
proposal. The proposal will include: the name of the
community partner the group will be working with, the
contact information for the supervisor you will report to,
the role of what the members of the group will do and
when the activities will take place. This proposal will be
evaluated for its relevance to the subject, achievability,
and compliance with the community partners goals.
Final activity proposal (15pts.)
By the end of 5 weeks (it may be submitted earlier), the team
will submit the final activity proposal. It will be evaluated
for its adjustments to improve the relevance to the
subject, achievability, and compliance with the
community partners goals.
Community partner evaluation (15pts.)
After completion of the activity, the community partner will

grade the team based on a rubric to determine the


relevance, if the goal was achieved and if the activity
was effective.
Service Commitment (35pts.)
Each student will be graded individual for performance. A
minimum of 20 service learning hours with the
community partner is required. The hours for the service
learning will be submitted within one week of when the
activity was completed. The hours reflect what was
proposed and were done in a timely manner. The
students didnt miss hours that they committed to the
partner. Additionally, students are to attend a 10-15
minute debriefing every two weeks with their graduate
teaching assistant. This is to ensure that the group is on
track and to resolve any problems that may come up
throughout the semester.
Service Learning
Connections project
(80pts lab Steps 1
and 5)
(50pts lecture Steps
2-4 & 6)

This is a joint lab and lecture project that has very specific steps
for your success. This will connect your service learning project to
the topics of class

Step 1: Choose your topic.


(due by week 4 5pts.)

Select a topic that we are going to cover that is


related to your service learning partner/activity. It
should be something you are not an expert at
therefore something you are not familiar with or know
that you are lacking in knowledge. Post the topic to
blackboard under Connections Assignment in the
area: Topic for Connections Assignment. This topic
shouldnt be as broad as eating disorders or
photosynthesis but choosing anorexia or pigments is
appropriate.

Post these answers to the lecture blackboard under


Connections Assignment in the area: Choose your Topic

Step 2: Connect your topic.


(due by week 6 October 8th 12.5pts.)
In your OWN words, connect this topic to your daily life by
answering the following questions.

Describe what you think is something you dont quite


understand about the topic you have chosen.

Describe how this lack of knowledge is important to


you and how the information would be helpful to you.

Where do you think you can find the answer to this?

How does it relate to your service?

Post these answers to lecture blackboard under Connections


Assignment in the area: Connect your Topic

Step 3: Describe your topic.


(due by week 9 October 29th 12.5 pts.)

You should describe it like you would to someone who


hasnt taken biology in 8 years.

USE YOUR OWN WORDS (there should be no copy and


paste even if you cite it, no matter the source - my
lecture slides, the book or the internet). It should
literally resemble how you would speak to someone
about the topic after researching it.

Please list the sources that you do use: websites,


books, and lecture slides.

Post the description of your topic to lecture blackboard


under Connections Assignment in the area: Describe your
Topic

Step 4: Question the public about your topic.


(due by week 11 November 12th 12.5pts.)
Develop a question that would determine if other people
understand this topic (maybe it revolves around what you
didnt really understand about the topic or it can be
something new since you researched the topic). This
question should be phrased in a manner to start a
discussion with someone else not just elicit a yes or
no/black or white answer.

One of your group activities will include bringing in


your topic to get feedback from your teammates
about the quality of your question (see Group Activity
6). Revise your question and include this at the top of
this assignment.

Ask three people your question: 1. a student in the


class outside of your group (name names - please
give me the name of the student you interviewed. We
will have one class period dedicated to this (Group
Activity 8 week 11) , 2. one adult who is not a
university student (like your mom/dad/older relative
>21 yoa) and 3. one student who is not in the course
and hasnt taken the course.

Record their answers - you will be judged on how well


your question generated a discussion and the quality
of the discussion.

Post the question and recorded answers to lecture


blackboard under Connections Assignment in the area:
Question the Public about your Topic.

Step 5: Present your topic.


(due by week 12/13 in lab 75pts.)

During lab, you will choose a week to present your work.


There is a rubric under blackboard for the presentation. You
are judged not only on content but also on your
participation in others presentation including your attention,
questions, and your own answers to others questions about
your topic.

Step 6: Reflect on your topic and experience.


(due by week 13 November 24th - 12.5pts.)

Look at how you answered step 2. Describe how you


feel about the topic now.

Do you feel more knowledgeable?

Look at step 4. Reflect on each of the answers you


received. Did you expect them to know the answer?
Did anyones answers surprise you? Why?

Think about your experience presenting and also the


work of your peers. How do you feel about their effort
as compared to your effort? Do you think any format
is better than any other format for presenting?

Post your reflection and answers to the questions above to


lecture blackboard under Connections Assignment in the
area: Reflection of your Topic and Experience.

In class participation
[50pts./10%
(25 points for each
exam period)]

This will help you learn! Being present in class not only helps me
inform you of content but will also put you in an atmosphere to
learn from your peers. Clicker questions will be given during every
lecture to assess in-class points. To receive credit for being present
the system needs you to answer all questions during the lecture
period. You must attend 70% of lectures to receive full attendance
credit. Dont rely on GWs wireless connection if you are using the
app.

Group Activities

These are a variety of activities to keep you on track. These will

[50pts./10%
(25 out of 35 points
for each exam
period)]

relate to the foundational knowledge that you should be taking


away from the course which will also prepare you for the check
points (aka exams). These will also assist the process of building
your connections assignment and lab presentation. Your peers will
help you become a better learner, presenter, and actually a
teacher. Through these activities you will pinpoint weaknesses and
strengths that you can tap into and explore. Groups will be
assigned via blackboard and remain the same throughout the
semester. There is a total of 50 points you will need to achieve full
credit for this assessment portion.

Group Activity 1 (Knowledge Survey - 5pts.): This is an


introduction to the process of working in groups and how we
will be teams throughout the semester. We will explore what
the teams base knowledge is about some important key
topics.

Group Activity 2 (Foundation Check - 10pts.): This type of


group activity will mainly be case studies with short answer
questions. These relate to any topic that has been discussed
and also to a short piece of information that will be posted
to blackboard the night before. If you read the information,
you will be better prepared to answer the group activity
questions. Each question will be evaluated for correctness.

Group Activity 3 (Connections Project - 5pts.): Come in with


your connections assignment question. Share this with you
group. Get feedback about how to improve your question to
generate a true conversation with the people you will ask.
(remember to chime in to have them switch group mates to
get feedback)

Group Activity 4 (Practice Check - 5pts.): Every group will be


responsible for generating two multiple choice questions
and post them to the beautiful questions blog. One question
should be foundational knowledge and one application. Here
are two examples.

Group Activity 5 (Foundation Check - 10pts.): This type of


group activity will mainly be case studies with short answer
questions. These relate to any topic that has been discussed
and also to a short piece of information that will be posted

to blackboard the night before. If you read the information,


you will be better prepared to answer the group activity
questions. Each question will be evaluated for correctness.

Checkpoints

Group Activity 6 (Connections Project - 5pts.): Every group


member will bring in their topic for lab
presentation/projects, each member will present to their
group 1. what their topic is, 2. how it relates to class, 3.
what major themes they will cover in their presentation.

Group Activity 7 (Foundation Check - 10pts.): This type of


group activity will mainly be case studies with short answer
questions. These relate to any topic that has been discussed
and also to a short piece of information that will be posted
to blackboard the night before. If you read the information,
you will be better prepared to answer the group activity
questions. Each question will be evaluated for correctness.

Group Activity 8 (Foundation Check - 10pts.): This type of


group activity will mainly be case studies with short answer
questions. These relate to any topic that has been discussed
and also to a short piece of information that will be posted
to blackboard the night before. If you read the information,
you will be better prepared to answer the group activity
questions. Each question will be evaluated for correctness.

Group Activity 9 (Practice Check - 5pts.): Every group will be


responsible for generating two multiple choice questions
and post them to the beautiful questions blog. One question
should be foundational knowledge and one application. Here
are two examples.

Group Activity 10 (Foundation Check - 10pts.): This type of


group activity will mainly be case studies with short answer
questions. These relate to any topic that has been discussed
and also to a short piece of information that will be posted
to blackboard the night before. If you read the information,
you will be better prepared to answer the group activity
questions. Each question will be evaluated for correctness.

Exams are both multiple choice and cover all material

(60pts. Midterm
Exam)
(90pts. Final Exam)

leading up to the exam. These will be both knowledgebased and application questions.

Midterm exam is 40 multiple choice questions

Final exam is 60 multiple choice questions cumulative