Teaching in an Undergraduate Dietetics Program and Internship During COVID-19

2021 ◽  
Vol 113 (2) ◽  
pp. 25-29
Author(s):  
Stephanie Rogus ◽  
Shadai Martin ◽  
Sylvia Gabriela Phillips
Keyword(s):  
Family And Consumer Sciences ◽  
The United States ◽  
State University ◽  
Spring Semester ◽  
Face To Face ◽  
Dietetics Education ◽  
New Mexico State University ◽  
Consumer Sciences ◽  
Learning Competencies ◽  
Nutrition And Dietetics

During the spring semester of 2020, COVID-19 disrupted teaching at universities across the United States ("Coronavirus Hits Campus," 2020). Transitioning courses online presented many difficulties for instructors (Gannon, 2020; McMurtrie, 2020b; Schmalz, 2020), and educators in family and consumer sciences (FCS)–and dietetics in particular–worked to engage students, administer exams, address confusion with content, and identify alternatives for supervised practice within a very short timeframe. This paper discusses the challenges faced and solutions discovered by undergraduate and graduate dietetics program faculty at New Mexico State University (NMSU) in transitioning face-to-face courses to online. It also discusses how changes in teaching practices during this time will affect the future of dietetics education. Both programs are accredited by The Accreditation Council for Education in Nutrition and Dietetics (ACEND), which requires programs (undergraduate, graduate, and dietetic internships) to meet specific learning competencies and supervised practice hours and provide documentation that requirements are met (Academy of Nutrition and Dietetics, 2020b). Although accreditation is not unique to dietetics programs, the specific requirements, varied practice sites, and range of possible solutions merit attention.

Journal Reflections in Student Learning: Morgan State FCS Students Share During the Pandemic

2021 ◽  
Vol 113 (2) ◽  
pp. 30-35
Author(s):  
Cassandra Dickerson
Keyword(s):  
Freedom Of Expression ◽  
Family And Consumer Sciences ◽  
Guest Speaker ◽  
State University ◽  
Spring Semester ◽  
Consumer Sciences ◽  
Morgan State University ◽  
Fashion Merchandising ◽  
Journal Entries ◽  
Early Phases

The following are journal reflections written by Morgan State University Family and Consumer Sciences-Fashion Merchandising students in 2020, during the early phases of the COVID-19 pandemic. As we navigated through a semester that should have had students completing practicum credits, they instead wrote about recouping the time and identifying alternative endeavors that would still meet course objectives. <br/>Many emotions were shared through these journal entries—fear, discouragement, disappointment—but they weren't all negative emotions. Some included hope and perseverance. There was even a journal entry written on a successful costume designer (guest speaker) who challenged them to think of innovative ways to design for a post-COVID-19 apparel industry. The entries below, written during the spring semester—January 2020 thru May 2020—are in chronological order, listed by date. They were written by 13 different students.<br/> It is my hope that readers experience a level of empathy and acceptance for themselves after going through this pandemic. It has been an unprecedented year. Hopefully, you will be encouraged by the freedom of expression that is evident in the entries below.

Resources Used and Innovations in Teaching Vegetarian and Vegan Nutrition in Accredited Dietetics Programs in the United States

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Irana W Hawkins ◽  
A. Reed Mangels
Keyword(s):  
United States ◽  
Program Directors ◽  
The United States ◽  
Cross Sectional ◽  
Innovative Teaching ◽  
Survey Question ◽  
Dietetics Education ◽  
Instructional Methodologies ◽  
Vegetarian Nutrition ◽  
Nutrition And Dietetics

Background: Vegetarian and vegan diets effectively reduce morbidity and mortality from many chronic diseases and are associated with reduced environmental impact. However, little is known about the role of teaching vegetarian and vegan nutrition in dietetics education in the United States. Thus, we examined the resources and methods used in teaching vegetarian/vegan nutrition in accredited dietetics programs in the United States. Methods: A cross-sectional, internet-based survey was sent to all Accreditation Council for Education in Nutrition and Dietetics (ACEND) program directors in the United States (N = 574). Questions included queries about where vegetarian/vegan nutrition is taught in the curriculum (if at all), instructional methodologies, and the resourcesutilized. Overall, 205 program directors responded to our survey. Results: Vegetarian/vegan nutrition was taught in a variety of courses, most commonly in introductory nutrition courses. The evidence-based resources used most often included the Academy of Nutrition and Dietetics (AND) Position Paper on Vegetarian Nutrition, the AND Evidence Analysis Library, and peer-reviewed studies. Hands-onfood preparation activities were commonly cited as a useful means for teaching vegetarian and vegan nutrition. Nearly 60% of 183 respondents to the relevant survey question indicated that their programs reviewed flexitarian/semi-vegetarian/low-meat diets. Innovative teaching techniques included stand-alone vegetarian nutrition courses, cu-linary experiences including recipe development and sensory evaluation, student presentations to the community, and asking students to follow vegetarian/vegan diets and then evaluate those experiences. Conclusions: Many dietetics educators used innovative strategies to teach vegetarian/vegan nutrition. These methods offer novel experiences for students to increase self-efficacy in vegetarian/vegan nutrition that can ultimately improve public and planetary health outcomes in practice.

Gatekeepers in the food industry: acceptability of edible insects

2020 ◽  
Vol 6 (3) ◽  
pp. 231-243
Author(s):  
H.J. Hunts ◽  
F.V. Dunkel ◽  
M.J. Thienes ◽  
N.B. Carnegie
Keyword(s):  
Food Industry ◽  
Family And Consumer Sciences ◽  
The United States ◽  
Edible Insects ◽  
Market Demand ◽  
North Central ◽  
Exact Test ◽  
The North ◽  
Consumer Sciences ◽  
Insects As Food

For billions of consumers around the world, insects are not only considered edible, they are considered delicious! Currently, in the United States, there is a distinct movement from ‘yuck’ to ‘yum’ in terms of insects as food. This movement towards acceptance can be seen in the market-demand for edible insects, but the pace of the demand is modified by the level to which key gatekeepers in education, research, and the food industry are providing supportive information to consumers. In this paper, we hypothesised that there would be differences in the perceptions of edible insect acceptability across three gatekeeper groups, entomologists (specifically, members of the North Central Branch of the Entomological Society of America), food technologists (specifically, members of the Southern California Institute for Food Technology), and secondary family and consumer sciences teachers (specifically, members of the Montana Association of Family and Consumer Sciences). Further, we hypothesised that nutrition and environmental information would be the most important among entomologists. We exposed each group to information and tasting opportunities. Our findings supported our hypotheses with statistically significant differences using the Fisher’s exact test across the three gatekeeper groups in terms of acceptability (P-values of less than 0.01 in all pairings; P=1.003e-12 overall). We found differences between entomologists and family and consumer sciences (FCS) teachers in the importance of nutrition as a factor (P=0.014) but not between other pairings. Environmental impact information was statistically different across the groups (P=0.024) and statistically significant in FCS teachers compared to the other groups but not food technologists versus entomologists (P=0.95). We offer theoretical reasons why differences exist and offer suggestions on how we can move towards more acceptance among gatekeepers leading to more support for consumer demand.

Reflections on Working with Women's Cooperative Economic Groups in the United States, Mexico and Cameroon

2006 ◽  
Vol 28 (3) ◽  
pp. 28-33
Author(s):  
Christine Eber ◽  
Megan Snedden ◽  
Meghann Dallin
Keyword(s):  
United States ◽  
New Mexico ◽  
Rural Communities ◽  
The United States ◽  
Cooperative Groups ◽  
State University ◽  
New Mexico State University ◽  
United States Mexico

In this paper we discuss how we arrived on three separate paths toward women-centered forms of organizing. We work with women's cooperative groups in rural communities of New Mexico, Chiapas, Mexico, and Cameroon, Africa. Our discussions began when Megan Snedden and Meghann Dallin took classes with Christine Eber at New Mexico State University in Las Cruces and participated in solidarity efforts with Chiapas cooperatives. After graduation, Megan went on to work locally and Meghann went to Cameroon.

Pandemic Panic and Retail Reconfiguration: Consumer and Supply Chain Responses to COVID- 19

2021 ◽  
Vol 113 (1) ◽  
pp. 7-16
Author(s):  
Barbara L. Stewart
Keyword(s):  
Change Agents ◽  
Family And Consumer Sciences ◽  
The United States ◽  
New Era ◽  
Product Availability ◽  
Online Sales ◽  
Global Pandemic ◽  
Brick And Mortar ◽  
Consumer Sciences ◽  
Grocery Products

COVID-19 ignited a revolution in retail. Family and consumer sciences (FCS) professionals, including students of retail and consumer sciences, can be the change agents that create the post-pandemic retail future. Massive disruptions to traditional retail practices for both consumers and retailers will result in changed retail environments as the United States and the world recoil and enter a new era changed by the global pandemic. Consumers have experienced panic and product availability anxieties, especially in food and grocery products. Shelves have been devoid of toilet paper, antibacterial products, and flour. Online shopping, including delivery and store pickup, is the new reality, with online sales at full-assortment grocers up 325% for March 12 and 13 in the midst of the panic (Melton, 2020). Retailers, especially grocers, have scrambled to maintain inventory and boost employment to feed the population, while non grocery brick-and-mortar retailers closed their doors and lost revenue to pay employees, leases, and outstanding invoices. How long until familiar times return—or will they? Forging ahead and influencing the post-pandemic retail world presents an opportunity for FCS professionals and consumers.

Performance-Based Learning: A Case Study in Experiential Education

2020 ◽  
Vol 112 (2) ◽  
pp. 65-71
Author(s):  
Holly S. Kihm ◽  
Jayetta Slawson
Keyword(s):  
Transformative Learning ◽  
Student Learning ◽  
Experiential Education ◽  
Family And Consumer Sciences ◽  
The United States ◽  
Professional Preparation ◽  
Social Significance ◽  
Obesity Epidemic ◽  
Academic Scholarship ◽  
Consumer Sciences

Experiential education is a highly prized and effective interdisciplinary methodology to supplement classroom instruction and to improve student learning. Experiential theories have a wide reach, traceable to Aristotle, Plato, and Socrates. John Dewey's pivotal work Experience and Education, first published in 1938, is canonical in academic scholarship and has been expanded on throughout the 20 th century, most notably by Kolb's scholarship spanning the 1980s to present day (Dewey, 1938). David Kolb's four-stage learning cycle is still used across disciplines in scholar's conversations on useful methods for helping students grasp complex academic content and experience transformative learning opportunities (Kolb, 2015). Four senior-level projects carried out in a special topics course in Family and Consumer Sciences at Southeastern Louisiana University provided students with an opportunity to rehearse the research skills they will need after graduation. These experiential learning projects focused on the obesity epidemic in the United States; they had a significant impact on student learning, not only for professional preparation, but also for emphasizing a topic of social significance.

scholarly journals Online Involvement for Georgia Student Teachers During Covid-19

2021 ◽  
Vol 12 ◽  
Author(s):  
Michelle A. Thomas ◽  
Martin Norgaard ◽  
Laura A. Stambaugh ◽  
Rebecca L. Atkins ◽  
Anita B. Kumar ◽  
...  
Keyword(s):  
United States ◽  
Preservice Teachers ◽  
Teacher Preparation ◽  
Student Teachers ◽  
Online Teaching ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Spring Semester ◽  
Preparation Programs ◽  
Face To Face

As concerns about Covid-19 rapidly escalated in March 2020 in the United States, all levels of education were impacted. A unique population (student teachers) faced challenges from two perspectives: as students and as teachers forced to teach and learn from a distance. Student Teachers, or preservice teachers (PST), are university students finishing a degree and/or teacher certification program by serving as an intern in a school setting. As schools were closed, these PSTs may not have been given access to the online learning platforms of their cooperating teachers (CT) and were no longer included in classroom instruction. The purpose of this study was to examine how the sudden shift away from traditional face-to-face instruction, co-teaching, and mentorship affected the involvement of music PSTs and their CT mentors in one region of the United States. Specifically, the research questions were: (1) How and in what ways were PSTs involved in planning, instruction, and/or assessment synchronously and asynchronously after school closures? (2) In what subdomains (performance, music theory/ear-training, etc.) were PSTs engaged in instruction and learning activities? (3) What challenges and solutions did PSTs report related to Covid-19 closures? A survey was sent, via email, to PSTs attending teacher preparation programs at universities in the state of Georgia at the end of the spring semester. Thirty-seven participants responded to the survey questions representing about 32% of all PSTs in Georgia in Spring 2020. Twenty-one were not given access to the online teaching platform of their placement school. A thematic analysis of the open-ended questions identified common themes including whether experiences were perceived as negative or positive. Of the PSTs given access, the majority of their responsibilities and experiences were creating assignments, additional help videos, participating in Zoom meetings, and assessing student assignment submissions. Of these experiences, interestingly, most were classified as positive by the PSTs. However, the importance of face-to-face interactions for both PST and the P-12 students was mentioned throughout survey responses. Approximately 10 PSTs mentioned their CT relationship/interaction and four of the respondents noted that their CT never reached out for help; however, six noted collaborative meetings or teaching with their CT. Importantly, some PSTs reported a lack of knowledge related to the planning and implementation of music instruction in the online modality. Therefore, teacher preparation programs should consider incorporating technology including online solutions into the music curriculum so that future music educators may more flexibly incorporate both in-person and distance learning.

scholarly journals A TRIBUTE TO PROFESSOR LAVINEL G. IONESCU ON HIS 55th BIRTHDAY

1998 ◽  
Vol 6 (6) ◽  
pp. 1-10
Author(s):  
A. D. Martinez ◽  
B. J. Kid
Keyword(s):  
New Mexico ◽  
Research Work ◽  
The United States ◽  
Radioactive Isotopes ◽  
State University ◽  
Bachelor Of Science ◽  
University Of New Mexico ◽  
New Mexico State University ◽  
Science Degree ◽  
The University

Professor Lavinel G. Ionescu was born of Romanian parents in Varset (Vrsac), Banat, Yugoslavia, on May l9, 1943. He attended primary and secondary school in Yugoslavia, Italy, and Switzerland. He obtained the Bachelor of Science Degree in Chemistry in l963 and the Master of Science Degree in l966 from the University of New Mexico, Albuquerque, USA, and the Ph.D. Degree in Physical Chemistry from New Mexico State University, Las Cruces, USA in l970. He did postdoctoral work at the University of California, Santa Barbara, and has held faculty positions at universities in the United States and Brazil. At the present, he is Professor of Chemistry at the Pontifícia Universidade Catolica do Rio Grande do Sul, Porto Alegre and the Universidade Luterana do Brasil, Canoas, RS, Brazil. His research work includes liquid scintillators, radioactive isotopes, noble gases, solution thermodynamics, surfactants and micelles, micellar catalysis, respiratory pigments, membrane models, and history and philosophy of science. He has trained more than fifty research scientists from different parts of the world, is the author of more than two hundred and fifty scientific works, and has been the recipient of many prizes and awards.

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