PUBHLTH 310/NUTR 510: NUTRITION IN THE LIFE CYCLE Credits: 3 Lecture Meeting Location: School of Public Health Building 1 (SPH 1), 1755 Lecture Meeting Time: M and W, 10-11am Discussion Section Meeting Time: Th 8-9am, Th 9-10am or F 9-10am, all will take place in the School of Public Health Course Instructor: Olivia PhD, MPH, RD Email: oliviasa@umich.edu Office Phone Number: 763-2888 Office Hours and Location: By appointment and SPH 1 3859 Graduate Student Instructor: Jessica Wu, MS Contact: yuewu@umich.edu Office Hours: By appointment Discussion Section Meeting Location: TBD Course Description In this course you will learn about nutrition during critical stages of the life cycle - from the time individuals are in the womb during pregnancy to when they become older adults. The nutritional needs for normal growth and development, as well as the consequences of under- or over-nutrition at critical life stages and what major interventions have been implemented to address these consequences will be examined. We will also discuss how lifestyle factors and demographics play a role in meeting nutritional requirements at various life stages. Suggested Pre-requisites Introductory Biology, Introductory Chemistry Course Objectives Identify the macro- and micronutrients critical for normal human growth and development Develop an understanding for the biological basis of nutrient requirements during conception, pregnancy and lactation, infancy, childhood, adolescence, adulthood, and older adulthood (65+) Recognize the health consequences of under or excess nutrient intake at critical life stages Understand the rationale for major public health nutritional interventions Understand how additional lifestyle factors (e.g., sleep, exercise) can affect nutrient requirements Identify socioeconomic and cultural barriers to meeting nutrient needs NUTR 510 students develop an understanding of methodological aspects of the research regarding nutrition in the life cycle 1
Course Competencies Explain the importance of nutrient intake for normal human development and health maintenance throughout the life cycle Apply biological knowledge of nutrient requirements during critical life stages to address health consequences of a nutrient imbalance Explain the purpose of dietary guidelines in the United States Discuss the justification for major nutritional interventions that have occurred in the United States to address health concerns due to nutritional imbalance Evaluate lifestyle factors when considering nutritional needs of individuals across the life cycle Demonstrate knowledge and awareness of barriers in our society that prevent individuals to meet nutritional needs NUTR 510 students demonstrate interpretation of methodological aspects and results of the research regarding nutrition in the life cycle Required Textbook Judith E. Brown. Through the Life Cycle. 6 th Edition. Cengage Learning. Schedule Lecture # 1 1/3 2 1/8 3 1/10 Date Topic Instructor Introduction; Overview of 1/4 or 1/5 Section 1 Dietary Guidelines; Care Process (NCP) Pre-conception 1/11 or 1/12 Section 2 1/15 No Class Martin Luther King Jr. Day Section Activity Obesogens; No quiz this week! Folate a Public Health solution?; Quiz 1 (covers lectures 2 and 3) Required Reading Brown: Chapter 1 EHP article: Obesogens Review Pages 44-46 in Brown; Journal of American Dietetic Association 2008: NCP and Model Part 1 51-62 and 72-75 Quiz 1 Cancer Epid Bio Prev 2006; CDC Folate Report 1992 2
4 1/17 Pre-natal: Physiological Adaptations and Macronutrients 1/18 or 1/19 Section 3 5 1/22 6 1/24 Prenatal: Micronutrients Developmental Origins of Health and Disease Hypothesis 1/25 or 1/26 Section 4 Kari Neier, PhD Candidate NCP review; Dutch Winter Famine we are what our mothers eat; Quiz 2 (covers lecture 4) Review Session for Exam 1; Quiz 3 (covers lectures 5 and 6) 88-101, 104-107, 108-112 and 138-146 Epigenetic Review 2015; Heijmans, et al. PNAS 2008 112-119 TBD 7 1/29 High Risk Pregnancy Groups 148-153 and 155-158 8 2/5 9 2/7 1/31 Exam 1 2/1 or 2/2 Section 5 Infant: Energy and Nutrient Requirements Breast Milk, Formula, and Transition 2/8 or 2/9 Section 6 Sam Chusiano, MPH Candidate Big Sugar; No quiz this week! Breast Milk: is there evidence to weigh?; Quiz 4 (covers lectures 8 and 9) 165-174 and 181-186 Big Sugar s Secret Ally; Coca-Cola Funds Scientists both from NYT 222-237 Brown: Chapter 6 Pediatrics. 2014; J of Health P, P and Law "Is Breast Really Best? Risk and Total Motherhood in the National 3
10 2/12 11 2/14 Infant: Common -related conditions Toddler/Preschool: Development and 2/15 or 2/16 Section 7 Campaign Breast- Feeding Awareness Campaign. Wolf, J. 2007 238-241 and 245-251 261-270; Cornell University. Parenting in Context. Do Family Meals Really Make a Difference. 2012 12 2/19 Toddler/Preschool: Common -related Conditions Childhood/Pre- 13 2/21 Adolescent: Development and 2/22 or 2/23 No Section 2/26 No Class - Spring Break 2/28 No Class - Spring Break 3/1 or 3/2 No Section - Spring Break 14 3/5 Food Insecurity 15 3/7 Mid-childhood: What s happening behind the scenes to drive the development of Kate Bauer, PhD Karen Peterson, ScD Childhood Obesity who will outlive who?; Quiz 5 (covers lectures 10 and 11) TBD 270-277 and Chapter 11 Brown Chapter 12 Food Insecurity and Adequate Food Access for the Public (from in Public Health, 4 th ed.) 4
obesity? 3/8 or 3/9 Section 8 3/12 Exam 2 16 3/14 Adolescent: Development and 3/15 or 3/16 Section 9 17 3/19 Adolescent: Common -related Conditions 18 3/21 Eating Disorders 3/22 or 3/23 Section 10 19 3/26 The Emerging Adult: in the College Years 20 3/28 Adult: 21 4/2 3/29 or 3/30 Section 11 Adult: Common -related Conditions Kendrin Sonneville, ScD, RD Review Session for Exam 2; Quiz 6 (covers lectures 14 and 15) Iron the common deficiency; Quiz 7 (covers lecture 16) Body Image; Quiz 8 (covers lectures 17 and 18) Emerging Adults: a road to obesity?; Quiz 9 (covers lecture 19 and 20) 350-364 Washington Post 2014; Alaunte et al. 2015 379-388 and 392-399 Neumark 2007; Swanson 2011 Neumark 2007; Swanson 2011 Nelson, MC, et al. 2008. Obesity; Nelson, MC, et al. 2009. J Am Pub Health 402-419 Disparities in Dietary Intake from Research and Practice, Nelson et al. 2009 The Dual Burden Household and the Transition. International J. of Obesity. 2004 5
22 4/4 Transition Erica Cooper, MPH 424-444 4/5 or 4/6 Section 12 23 4/9 Geriatric: 24 4/11 Geriatric: Common -related Conditions 4/12 or 4/13 Section 13 4/16 Final Exam Graduate Student Lightening Talks details TBD; No quiz this week! Review Session for Exam 3; Quiz 10 (covers lectures 23 and 24) 450-474 Brown: Chapter 19 Course Assessments PUBHLTH 310 Students: Exams: There will be 3 exams over the course of the semester. The exams will cover material presented in the lectures only. Exams will be of equal weight (55% of final grade). Quizzes: There will be 10 quizzes given during (almost) each discussion section with the purpose to have you continuously review the material and to serve as a review resource for exams. Each will be worth 5 points. The lowest scoring quiz will be dropped. The lecture content that the quizzes will cover are indicated in the schedule above (10% of final grade). Case Studies: Case studies will be distributed the Monday prior to section time. They will contain scenarios and questions related to class material and readings. They will serve as a basis for the discussion sections. There will be 11 cases each worth 10 points (25% of final grade). Participation*: Students will be required to participate in lecture and all section meetings. You have the chance to earn up to 5 points of participation each week. There will be a midterm evaluation available to you based on your participation. This will be based off of attendance and contribution to discussion and activities (10% final grade). NUTR 510 Students: Exams: There will be 3 exams over the course of the semester. The exams will cover material presented in the lectures only. Exams will be of equal weight (45% of final grade). Quizzes: There will be 10 quizzes given during (almost) each discussion section with the purpose to have you continuously review the material and to serve as a review resource for exams. Each will be worth 5 points. The lowest scoring quiz will be dropped. The lecture 6
content in which the quizzes will cover are indicated in the schedule above (10% of final grade). Case Studies: Case studies will be distributed the Monday prior to section time. They will contain scenarios and questions related to class material and readings. They will serve as a basis for the discussion sections. There will be 11 cases each worth 10 points (10% of final grade). Literature Review and Presentation: You will be required to conduct a literature review on a topic in the life cycle that you are most interested in learning more about. The result of the literature review will be a 4-5 page paper and a 5-minute lightening presentation on the topic. There are 4 assignments embedded in this assessment, please review the detailed guidelines that will be distributed the first day of section (25% of final grade). Participation*: Students will be required to participate in lecture and all section meetings. You have the chance to earn up to 5 points of participation each week. There will be a midterm evaluation available to you based on your participation. This will be based off of attendance and contribution to discussion and activities (10% final grade). *If students are unable to attend discussion section please let the GSI know beforehand. You will be required to answer 1-2 additional questions to receive participation points for that day. Late Policy: assignments will have a 10% deduction off the final grade if it is one week late and after one week the reduction goes to 25%. Extra Credit Opportunity for All Students - Interprofessional Teams and Team Work Module (total time to complete is estimated to be only 3 hours!) I encourage you to participate in an online interprofessional team-based module (note two in-person meetings with your teams) to better understand team dynamics and how to improve teambuilding skills. Throughout this process you will learn about your specific personality roles and strategies that you use while solving problems in an interdisciplinary team. This is module has specific due dates between the dates of January 15 to February 11 (see schedule below). If you agree to participate, you will be added to a Canvas site where you can access module materials and surveys. By completing this, you will earn 5 extra points added on to your lowest exam score. Schedule of student activities involved in this experience (Modules 1 through 3): Module 1 Personality Assessment and Pre-survey January 15 21: Complete personality assessment and individual pre-survey January 22 28: Receive first team assignments (Team 1 for Module 2) Module 2 Case Study with Team 1 January 29 February 4: o Meet in person with your first interdisciplinary team (Team 1) to discuss a health care scenario and submit a summary of team decision-making process and solution 7
o Receive second team assignments (Team 2 for Module 3) Module 2 Case Study with Team 2 and Post-survey February 5 11: o Meet in person with your second interdisciplinary team (Team 2) to discuss a health care scenario and submit a summary of team decision-making process and solution o Complete individual post-survey Academic Integrity The faculty of the School of Public Health believes that the conduct of a student registered or taking courses in the School should be consistent with that of a professional person. Courtesy, honesty, and respect should be shown by students toward faculty members, guest lecturers, administrative support staff, and fellow students. Similarly, students should expect faculty to treat them fairly, showing respect for their ideas and opinions and striving to help them achieve maximum benefits from their experience in the School. Student academic misconduct refers to behavior that may include plagiarism, cheating, fabrication, falsification of records or official documents, intentional misuse of equipment or materials (including library materials), and aiding and abetting the perpetration of such acts. The preparation of reports, papers, and examinations, assigned on an individual basis, must represent each student s own effort. Reference sources should be indicated clearly. The use of assistance from other students or aids of any kind during a written examination, except when the use of aids such as electronic devices, books or notes has been approved by an instructor, is a violation of the standard of academic conduct (Standard of Academic Conduct, University of Michigan School of Public Health). - Source: Advisory Committee on Academic Programs (ACAP) in response to the Report of the Committee to Review Ethics in the School of Public Health (2004). Gender Inclusive Classroom: All people have the right to be addressed and referred to in accordance with their personal identity. In this class, we will have the chance to indicate the name that we prefer to be called and, if we choose, to identify pronouns with which we would like to be addressed. Remember that all students can and should indicate their personal pronouns via Wolverine access, using the Gender Identity tab under Student Business. I will do my best to address and refer to all students accordingly and support classmates in doing so as well. University Services: Students with Learning Differences or Special Needs: http://www.umich.edu/~sswd/. By the second week of class you must give me documentation from the special needs office. Psychological Services: Counseling and Psychological Services (free to students): http://www.umich.edu/~caps/ 8