FNP 100: Introduction to Professional Practice
Undergraduate Course
Fall 2009

Co-taught with Dr. Sharon Wong, Dr. Janet Chappell, and
Dr. Sue Wilson

This course is the first of three required courses on professional practice designed to encourage both personal and professional growth. Students will explore aspects of professional practice available to food and nutrition program graduates and will examine a number of food, nutrition, and health issues from a variety of analytical frameworks, in order to appreciate the diverse stakeholder interests encountered in professional practice. Specifically the concepts of individual and societal; change, diversity and health will be examined using food at the experiential and metaphoric level. It is intended that this course will provide the impetus for the development of a practice portfolio and eventual philosophy statement.

FNP 200: Interpersonal Communication
Undergraduate Course
Winter 2010

This course is the second in a series of professional practice courses designed to explore practice issues, challenges and opportunities through literature, the use of experiential role plays, group discussions and client simulations. The overall health and social well-being implications of client-centred, interpersonal communications will be studied. In 2006, emphasis will be placed on interviewing and counselling with a view for health and nutritional well-being. Starting with self, students will expand their interpersonal capacities and group-based learning and facilitation.

FNP 500: The Art of Storytelling:
Advances in Nutrition Counselling Practice
Undergraduate Course
Fall 2009

This course will engage students in critiquing and creating relevant stories as a means to enhance their approach to socially and culturally-aware nutrition counselling practice. Storytelling is a suitable method to explore the social/cultural nuances of nutrition counselling since much like the interpersonal encounter, "a story's drivers are complexity, uncertainty, and revision" (Aphramor & Gingras, in press). Reading and writing stories about food and nutrition practice becomes a site for acknowledging the human dimensions of our work. In this way, "storytelling helps to develop knowing and dialoguing about [practice] issues" (Lordly, 2007, p. 30). The main text (story) used in this course is an autoethnographic fiction written by the instructor about dietetic students/practitioners, education, and practice called, "Longing for Recognition." This story will ideally provoke critical thinking about food and nutrition practice and position storytelling as a powerful medium to understand Others with whom the student will engage during her/his own nutrition counselling practice.

Aphramor, L., & Gingras, J. R. (in press). That remains to be seen: disappeared feminist discourses on fat in dietetic theory and practice. In E. D. Rothblum & S. Solovay (Eds.), The Fat Studies Reader.

Lordly, D. (2007). Once upon a time…storytelling to enhance teaching and learning. Canadian Journal of Dietetic Practice and Research, 68(1), 30-5.

This course will provide students with opportunities:

  • To enhance their approach to nutrition counselling,
  • To develop their critical thinking about nutrition knowledge, education, and practice,
  • To experience storytelling through their own writing practice, and
  • To critically reflect on storytelling as a means for enriching their experience of nutrition counselling.

Proposed course requirements include four writing assignments (15% each) culminating in a longer autobiographical or biographical writing project (25%), plus class participation (15%).

Prerequisites: Third- or fourth-year standing.

The Social Dimensions of Nutrition Communication
Graduate Course
Winter 2010

This course examines the social dimensions of communication. We begin by establishing the contexts within which nutrition communications occur through discussions of subjectivity, diversity, and media constructed messages. Next, we examine the evolution of nutrition communications related to the changing roles of "experts" and "audiences", the dynamics of communication theory, and the influences of technology on the communication process and experience. We conclude by recognizing social justice issues inherent in nutrition communication.

 

 

 
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