Preparing the Future Nutrition Professional: Exploring the Pedagogical Benefits of Active Learning

Abstract

The education and training of future food and nutrition professionals plays a vital role in preparation for managing complex food and nutrition problems. Within food systems, food​​​​ and nutrition professionals provide nutrition education to individuals and families and work to ensure​ ​access​​​​ to nutritious and culturally significant foods. Food and nutrition professionals work collaboratively across a range of sectors and disciplines to advance the cause of healthy dietary practices. Their efforts are aimed at mitigating the prevalence of diet-related illnesses, addressing malnutrition concerns, combating the rising rates of overweight and obesity, and ensuring equitable access to food. Through interdisciplinary partnerships and the implementation of diverse strategies, they aim to develop sustainable solutions that contribute to the health and well-being of individuals and communities. However, current higher education students enrolled in ​the ​Didactic Program in Dietetics (DPD) to become registered dietitians may not be receiving the education and training necessary to work effectively in the food system before they enter the workforce. Traditional teaching and learning pedagogies are rich in technical knowledge but may lack opportunities for practical application of nutrition knowledge and transferable skill development. The purpose of this doctoral research was to provide internal and external active learning opportunities in upper-division nutrition courses and assess perceptions of strengths and recommendations for improvement provided by students and professionals external to the University of Minnesota. The studies were conducted in my work as a graduate teaching assistant under the direction of the instructor on record. The three separate reports included in this dissertation utilized data collected at the end of each program to evaluate the aims of each study. Each of the three research studies were underpinned by Participatory Action Research (PAR). In iterative cycles of action, observation, and reflection, undergraduate students and external stakeholders collaborated with the researchers in the design and implementation of active learning methodologies. The first project was the evaluation of three undergraduate food service and management redesigned courses. Prior to the redesign, the courses were taught using lecture-based passive learning methods. Following the redesign, the courses utilized project-based learning in a flipped classroom model. Over the course of an academic year, junior and senior nutrition and dietetics students enrolled in the courses developed and implemented projects related to food systems challenges. Data collected from students based on modified NGT sessions were used to evaluate the redesigned courses regarding strengths and recommendations for improvement. The data were aggregated with themes and relevant quotes identified that supported the findings. The greatest strength of the redesigned courses was the overall project-based framework of the course. The course framework empowered students with autonomy over developing and managing a project. Students also appreciated the opportunity to work on projects aligned with their interests and valued the connections formed with instructors and peers. On the other hand, students felt a gap in food service content, particularly concerning topics relevant to the registered dietitian exam. Their recommendation involved an increased allocation of in-class time towards formal lectures, to comprehensively cover topics related to food service and food service management. Although students valued student-instructors rapport, they expressed a desire for increased project group check-ins and communication from instructors. The second project evaluated a Professionals in Higher Education pilot program. Within the redesigned food service and food and nutrition management courses, activities to develop transferable skills were embedded in project management activities. The pilot program enlisted professionals external to the university to guide and support student project teams. At the end of the pilot program, semi-structured interviews with the professionals were conducted to identify key transferable skills needed for the college-to-work transition, the primary role of the professionals, and the strengths and recommendations for improvement of the pilot program. Interview data were analyzed using thematic analysis for themes and subthemes. The themes indicated that the most important transferable skills for a successful college-to-work transition are the ability to manage ambiguity, a growth mindset, persistence, failing forward or resiliency, and working in teams. The professionals viewed their role as aiding in refining project goals and objectives and providing support for the students. The professionals perceived the integration of real-world projects into the course as the greatest strength of the course. Suggestions for improvement encompassed increased interaction with students, instructors, and fellow professionals. Additionally, they expressed a desire to engage with the projects earlier in the academic year to maximize their support and guidance. The third project evaluated a community-based experiential learning program from the perspective of students enrolled in the program. The community-based program used a cross-cultural study to prepare students to work with a community partner on food and nutrition and health and wellness goals. The work with partners involved restaurant menu modification and development of a social marketing campaign to promote ancient grain consumption. In bidirectional knowledge sharing, students supported community-identified goals while learning to view health and wellness from a cultural lens. Semi-structured interviews and focus groups were conducted with students to evaluate the impact of a cultural self-study and the strengths and recommendations for improvement of the community-based experience. The greatest motivator for participating in the experience was working on real-world projects with the community. Students felt that the experience helped reinforce person centered care including an expanded view of health and wellness including the importance of culture. Students also perceived peer support as a strength of the experience. Students perceived the greatest challenge was communication barriers which lead to confusion and frustration. While the students thought the cultural self-study was helpful in preparing them to work with community, they would have preferred a shorter time for the self-study so they could work with the community sooner. Students indicated that the experience taught them the importance of communication and patience. In all three studies, data were triangulated using observations, field notes, and dialogue to increase the reliability and validity of the research. Similar themes related to strengths emerged in all three studies. Both students and professionals felt that working on real-world projects was a strength. In particular, the course redesign and the community-based experiential learning program helped students apply nutrition solutions in a real-world context. Additionally, students enrolled in the courses and the experiential learning program reported that they felt supported by the course instructors, their peers, and community collaborators. The themes related to areas of improvement were less consistent across all three studies. In the first study, students expressed a desire for more direct instruction on food service and food service management content through traditional lectures. Students struggled to see the connection between food service management content and the project-based learning format. A similar theme that emerged in both the Professionals in Higher Education pilot program and the community-based experiential learning program was a recommendation for earlier engagement with the projects and stakeholders. A prevalent theme identified in the community-based experiential learning program was the students' perception of inadequate communication as a significant challenge. This lack of communication resulted in confusion and frustration among the students, as reported. The findings from these studies indicate that students and professionals alike perceived the active learning methods implemented in the project-based course redesign and the community-based experiential learning program as beneficial. These approaches provided valuable exposure to real-world projects and community partners, as well as opportunities to develop transferable skills. Across all studies, communication was a challenge. Miscommunication and lack of communication resulted in feelings of confusion and frustration. Nevertheless, students emphasized that establishing a strong rapport with both their peers and instructors helped alleviate the challenges encountered in both the courses and the community-based experiential learning program. Despite acknowledging active learning as a notable strength, they also expressed concerns about the insufficient coverage of food service and food service management content.