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Plan of Study

Below is the plan of study for Nursing students and School of Arts & Sciences students. Please note the School of Arts & Sciences’ plan of study is available for download. This file also includes the application, as well as additional information for Nursing students on when courses are offered.

Required Basic Science Courses for School of Nursing Students (6 course units):

NURS0061
Biologically-Based Chemistry

A contextual approach will be used in studying the concepts in General, Organic and Biological Chemistry that are foundational to an understanding of normal cellular processes. Topics that will be covered include measurements, atomic structure, bonding, chemical reactions, properties of gases and liquids, solutions, equilibrium, acids and bases, pH, buffers, nuclear chemistry, nomenclature and properties of the main organic functional groups, and the structures and function of carbohydrates, proteins and lipids.

NURS0068
Integrated Cell Biology & Microbiology

This course will include the major topics of cell biology and microbiology that are foundational for an understanding of normal and pathological cellular processes. Topics will include the brief study of prokaryotic and eukaryotic cell structures and functions; the main biological molecules; membrane transport; cellular communications; the flow of genetic information; cell division; and cellular metabolism. The course will also examine the role of cells and microbes in human health and infectious diseases. It will include a description of the main types of microbes, how they are identified, their growth requirements, and the role of the immune system in controlling infections, the control of microbes, host-microbe interactions. The context for this course will be the application of cell biology and microbiology for understanding the cellular basis of cancer and infectious human infection disease processes. This course will include special sessions from a clinical perspective in the various fields of medicine, microbiology, and immunology.

NURS1630
Integrated Anatomy, Physiology, and Physical Assessment I

This is the first part of a two-semester course designed to provide a comprehensive study of the structure and function of the human body along with essential embryology and maturational physiology. Histological and gross anatomical features of selected organ systems are related to the physiologic and biochemical mechanisms that enable the human body to maintain homeostasis. Within each system, deviations from normal are considered to situate the student’s understanding of health problems and to foster an appreciation for the complexity of the human organism. Integrated into each topic are the correlated physical assessment parameters and related procedural skills. Laboratories exercises and case study analysis provide a contextual base to acquire and use domain-specific knowledge of concern to the practice of nursing.

NURS1650
Integrated Pathophysiology, Pharmacology, and Therapeutics

Pathophysiologic concepts and processes are introduced with major emphasis on commonly occurring acute and chronic illnesses and their therapeutic interventions. Major classes of drugs that are used to support organ function are explored. The physiological and pathophysiological rationale for each drug indication, mechanisms of drug action, individualized dosing implications, and adverse drug events will be explored for prototypical agents used in the selected cases. The course will enhance the student’s comprehension of the scientific complexity of therapeutic interventions in various conditions and will build upon the foundational sciences. Additionally the course will provide the student with sufficient scientific knowledge and skills to prepare administer and monitor drugs and therapies in a safe and effective manner.

Required Basic Science Courses for School of Arts & Sciences Students (6 course units):

Biology (2 course units)

Recommended for students with A.P., I.B. or other advanced biology courses and high school chemistry (2 CU)

BIOL 124
Introductory Organismal Biology Lab

An intensive introductory laboratory course in organismal biology. Solid high school biology or credit by exam for BIOL 102. (1 hr. lec., 3 hrs. lab, 0.5 c.u.) BIOL 124 is the companion course to BIOL 121 and may be taken before or after BIOL 121. Students may not take both BIOL 102 and 214 for credit.

Taught by: Robinson/Hogan

Course usually offered in spring term

Activity: Lecture

0.5 Course Units

Notes: (1 hr. lec., 3 hrs. lab, 0.5 c.u.) BIOL 124 is the companion course to BIOL 121 and may be taken before or after BIOL 121. Students may not take both BIOL 102 and 124 for credit.

Recommended for students with one year of high school biology. (3 CU counts as 2 for nutrition major)

BIOL 101
Introductory Biology

General principles of biology that have been established by studies of microbes, animals, and plants and the viruses of these organisms will be covered. Emphasis will be on the basic chemistry of life, cell biology, molecular biology, and genetics. The study of developmental pathways and evolutionary trends in life cycles will be explored using plants as model organisms.

BIOL 102
Introduction to Biology B

General principles of biology focusing on evolution, physiology, development, and ecology in all types of living organisms. (3 hrs. lec., 3 hrs. lab, 1.5 c.u.) BIOL 102 is the sompanion course to BIOL 101 and should be taken after BIOL 101.

For BA Students: Living World Sector

One-term course offered either term

Prerequisite: BIOL 101

Activity: Lecture

1.5 Course Unit

Notes: (3 hrs. lec., 3 hrs. lab, 1.5 c.u.) BIOL 102 is the companion course to BIOL 101 and should be taken after BIOL 101.

Chemistry (3 course units)

CHEM 101
General Chemistry I

Basic concepts and principles of chemistry and their applications in chemistry and closely-related fields. The first term emphasizes the understanding of chemical reactions through atomic and molecular structure. This is a university level course, treating the material in sufficient depth so that students can solve chemical problems and can understand the principles involved in their solution. It includes an introduction to condensed matter. This course is suitable for majors or non-majors and is recommended to satisfy either major or pre-professional requirements for general chemistry. This course is presented for students with high school chemistry and calculus. Students with a lesser background than this should take CHEM 100. Prerequisite: Students with credit for CHEM 100 may not enroll in CHEM 101. Credit is not awarded for both CHEM 101 and 100.

For BA Students: Physical World Sector

One-term course offered either term

Activity: Lecture

1.0 Course Unit

Notes: Students with credit for CHEM 100 may not enroll in CHEM 101. Credit is not awarded for both CHEM 101 and 100.

 

CHEM 102
General Chemistry II

Continuation of Chemistry 101. The second term stresses the thermodynamic approach to chemical reactions, electrochemical processes, and reaction rates and mechanisms. It includes special topics in chemistry.

For BA Students: Physical World Sector

One-term course offered either term

Prerequisite: CHEM 101 AND MATH 104

Activity: Lecture

1.0 Course Unit

CHEM 241
Principles of Organic Chemistry

Fundamental course in organic chemistry based upon the modern concepts of structure and mechanism of reactions.

One-term course offered either term

Prerequisite: CHEM 102

Activity: Lecture

1.0 Course Unit

Biochemistry (1 course unit)

BIOL 204
Biochemistry

BIOL 204 examines the basic principles of protein structure, protein purification and characterization, proteomics, enzyme kinetics and mechanism, membrane structure and function, metabolism, and cellular energy transduction. The primary objective is to provide life scientists with an appreciation of basic principles of modern biochemistry, and of how the current conceptual and technical framework arose. Emphasis is placed on the experimental approaches and reasoning behind the dissection and reconstitution of these processes in a biological and, in some cases, clinical context. Discussions directed at biochemical problem solving, experimental design and the application of quantitative methods are integral to the course. Prerequisite: BIOL 101 and BIOL 102 or BIOL 121 and CHEM 241 the latter of which may be taken concurrently. CHEM 242 is recommended and may also be taken concurrently.

Taught by: Rea

Course usually offered in spring term

Prerequisite: ((BIOL 101 AND BIOL 102) OR BIOL 121) AND CHEM 241

Activity: Lecture

1.0 Course Unit

Required Nutrition Science Courses (4 course units):

NURS0065
Fundamentals of Nutrition

Essentials of normal nutrition and their relationships to the health of individuals and families. These concepts serve as a basis for the development of an understanding of the therapeutic application of dietary principles and the nurse’s role and responsibility in this facet of patient care.

NURS3120 / 5120
Nutritional Aspects of Disease

This course provides an advanced understanding of the role of nutrition in integrated biological systems. Students will develop a rigorous comprehension of major clinical disorders, including the underlying pathophysiology and conditions that are affected by nutrition and how optimization of nutritional variables may modulate these processes. A critical overview of the role of nutrition in disease prevention, management and treatment, and in health maintenance will be emphasized throughout the course.

NURS5230
Advanced Nutrition: Molecular Basis of Nutrition

Essentials of nutritional biochemistry of macronutrient (protein, carbohydrate, lipid) metabolism from the molecular level to the level of the whole human organism. Linkages between energy and nitrogen balance and states of health and disease are examined.  Topics include energy metabolic pathways, nutrient partitioning, nutrient transportation, nutrient catabolism, nutrient anabolism, body composition, and biomarkers.

NURS5240
Advanced Human Nutrition and Micronutrient Metabolism

Essentials of vitamin and mineral digestion, absorption, metabolism, and function in humans during states of health and disease are examined. Linkages between key vitamins and their function in biological systems, such as bone health, energy metabolism, hematopoetic function, and immune function, are explored in depth. Topics include pertinent research methodologies, biomarkers, deficiency and toxicity states, and requirements across the life cycle.

Elective courses (4 course units):

ANTH 1480
Food and Fire: Archaeology in the Laboratory

This course will let students explore the essential heritage of human technology through archaeology. People have been transforming their environment from the first use of fire for cooking. Since then, humans have adapted to the world they created using the resources around them. We use artifacts to understand how the archaeological record can be used to trace breakthroughs such as breaking stone and bone, baking bread, weaving cloth and firing pottery and metals. The seminar will meet in the Penn Museum’s Center for the Analysis of Archaeological Materials. Students will become familiar with the Museum’s collections and the scientific methods used to study different materials. Class sessions will include discussions, guest presentations, museum field trips, and hands-on experience in the laboratory.

Taught by: Katherine Moore

One-term course offered either term

Also Offered As: CLST 148, NELC 183

Activity: Lecture

1.0 Course Unit

ANTH 1840
Food and Culture

In this seminar we will explore the various relationships between food and culture. Readings will draw from a range of fields aside from anthropology, including psychology, food studies, history, nutrition, and sociology. We will read about and discuss cross-cultural variation in food habits, the meanings underlying eating and food in the United States, and the different ways that individuals construct ‘self’ and identity through food and eating. Discussion in class will rely on in-depth reading, analysis, and discussion of the assigned texts. There will be a few short writing assignments throughout the class. In addition, students will conduct interviews and then write a paper based on both these and research in the published literature.

ANTH 2480
Food and Feasting: Archeology of the Table

Food satisfies human needs on many levels. Anth 248 explores the importance of food in human experience, starting with the nutritional and ecological aspects of food choice and going on to focus on the social and ritual significance of foods and feasts. Particular attention will be paid to the way that archaeologists and biological anthropologists find out about food use in the past. Contemporary observations about the central significance of eating as a social activity will be linked to the development of cuisines, economies, and civilizations in ancient times. The course will use lectures, discussions, films, food tastings, and fieldwork to explore the course themes. An optional community service component will be outlined during the first week of class.

ANTH 2520
Food Habits in Philadelphia Communities

In this course, Penn undergraduates will explore and examine food habits, the intersection of culture, family, history, and the various meanings of food and eating, by working with a middle-school class in the Philadelphia public schools. The goal of the course will be to learn about the food habits of a diverse local community, to explore that community’s history of food and eating, and to consider ways and means for understanding and changing food habits. Middle school students will learn about the food environment and about why culture matters when we talk about food. Topics include traditional and modern foodways, ethnic cuisine in America, food preferences, and ‘American cuisine’. The course integrates classroom work about food culture and anthropological practice with frequent trips to middle schools where undergraduates will collaborate with students, their teachers, and a teacher partner from the Agatson Urban Nutrition Initiative (UNI). Students will be required to attend one of two time blocks each week to fulfill the service learning requirement- Mondays or Wednesdays 3-6pm for the Spring 2015 semester. Undergraduates will be responsible for weekly writing assignments responding to learning experience in the course, for preparing materials to use with middle school children, for being participant-learners with the middle school children and for a final research project. The material for the course will address the ideas underlying university-community engagement, the relationships that exist between food/eating and culture, and research methods.

ANTH 2590
Nutritional Anthropology

This course will explore the significance as it relates to food behaviors and nutritional status in contemporary human populations. The topics covered will be examined from a biocultural perspective and include 1) definition and functions of nutrients and how different cultures perceive nutrients, 2) basic principles of human growth and development, 3) methods to assess dietary intake, 4) food taboos, 5) feeding practices of infants and children, 6) food marketing, 7)causes and consequences of under and overnutrition and 8) food insecurity and hunger.

BIOL 017
The Biology of Food

This course will examine the ways in which humans manipulate - and have been manipulated by - the organisms we depend on for food, with particular emphasis on the biological factors that influence this interaction. The first part of the course will cover the biology, genetics, evolution, and breeding of cultivated plants and animals; the second part will concern the ways in which food/plants can cause and cure human disease.

NRSC 2227
Physiology of Motivated Behaviors

This course focuses on evaluating the experiments that have sought to establish links between brain structure (the activity of specific brain circuits) and behavioral function (the control of particular motivated and emotional behaviors). Students are exposed to concepts from regulatory physiology, systems neuroscience, pharmacology, and endocrinology and read textbook as well as original source materials. The course focuses on the following behaviors: feeding, sex, fear, anxiety, the appetite for salt, and food aversion. The course also considers the neurochemical control of responses with an eye towards evaluating the development of drug treatments for: obesity, anorexia/cachexia, vomiting, sexual dysfunction, anxiety disorders, and depression.

NRSC 2260
Neuroendocrinology

This course is designed to examine the various roles played by the nervous and endocrine systems in controlling both physiological processes and behavior. First, the course will build a foundation in the concepts of neural and endocrine system function. Then we will discuss how these mechanisms form the biological underpinnings of various behaviors and their relevant physiological correlates. We will focus on sexual and parental behaviors, aggression and ingestion. The readings will include both textbook chapters and selected journal articles from primary scientific literature.

NRSC 2269
Autonomic Physiology

This course will introduce the student to the functioning of the autonomic nervous system (ANS), which is critically involved in the maintenance of body homeostasis through regulation of behavior and physiology. The course will begin with a review the basic anatomy and physiology of the ANS including the sympathetic, parasympathetic and enteric divisions. The mechanisms by which the ANS regulates peripheral tissues will be discussed, including reflex and regulatory functions, as will the effect of drugs which modulate ANS activity. The role of the ANS in regulating behavior will be addressed in the context of thirst, salt appetite and food intake.

NRSC 4400
Neuroscience behind the Addiction to Chocolate, Wine, Coffee and Tobacco

Both clinical observations and popular culture support the idea that food might have addictive properties. Similar to the narrative for addictive drugs,individuals and the media use terms like “food addict” and “chocoholic”, and refer to cravings, symptoms of withdrawal, and escalating patterns of eating that might be viewed as evidence of tolerance. The class will discuss chocolate and coffee as examples of so-called “addictive” food and compare their effects and mechanisms with those of alcohol and nicotine, two substances with well-characterzed addictive properties. Furthermore, we will discuss why some forms of overeating are thought to reflect an addictive behavior. Considering the social dimension of alcohol, coffee, and tobacco consumption and the fact that large numbers of the population consume them together, we will also discuss the possible interactive effects of combinationsof these psychoactive substances on mood and disease state. At the end of the course the student will become familiar with the diagnostic criteria for substance dependence, the anatomy and physiology of the brain circuits involvedin reward processing and drug dependence, and the neurotransmitter systems involved.

NRSC 4420
Smell and Taste

All organisms respond to chemicals in their environment. This chemosensation guides diverse behaviors such as a feeding, avoiding predators, sex, and social interactions. This course will provide a broad survey of our current understanding of taste and smell, focusing on insect and rodent model systems as well as studies in humans. The course will begin with a review of chemical signal transduction mechanisms, and build to an exploration of the cortical integration of chemical signals and chemical guided behaviors. Class time will emphasize primary literature, discussion, and student presentations. The goal is to reach an integrated understanding of the physiology and psychology of chemical sensory systems. In the process, students will learn to read and critically evaluate data from primary research articles.

NRSC 4460
Neuroendocrinology

Neuroendocrinology

ENVS 648
Issues in Food & Agriculture Policy

Food is central to our daily lives, yet we seldom think about the political or social implications of what we eat. In this course, students will study how societies produce, distribute, market and consume food, with an emphasis on American politics and food systems to develop an understanding of how policies policies are shaped by power relations, institutions, and ideas. Topics include food systems, food and agriculture industries, farming practices, sustainable agriculture, food security, genetically modified foods, hunger, obesity, nutrition policy, food labeling and marketing, fast food, junk food, and more.

HSOC 1222
Medical Sociology

This course is designed to give the student a general introduction to the sociological study of medicine. Medical sociology is a broad field, covering topics as diverse as the institution and profession of medicine, the practice of medical care, and the social factors that contribute to sickness and well-being. While we will not cover everything, we will attempt to cover as much of the field as possible through four central thematic units: (1) the organization of development of the profession of medicine, (2) the delivery of health-care, (3) social cultural factors in defining health, and (4) the social causes of illness. Throughout the course, our discussions will be designed to understand the sociological perspective and encourage the application of such a perspective to a variety of contemporary medical issues.

HSOC 135
Politics of Food

In this ABCS and Fox Leadership Program course students will use course readings and their community service to analyze the institutions, ideas, interests, social movements, and leadership that shape “the politics of food” in different arenas. Service sites include: the Agatston Urban Nutrition Initiative; the Greater Philadelphia Coalition Against Hunger; the West Philadelphia Recess Initiave; the Vetri Foundation’s Eatiquette Program; and Bon Appetit at Penn. Academic course work will include weekly readings, Canvas blog posts, several papers, and group projects. Service work will include a group presentation (related to your placement) as well as reflective writing during the semester. Typically one half of each class will be devoted to a discussion of the readings and the other either to group work and discussion of service projects, or to a course speaker. This course is affiliated with the Communication within the Curriculum (CWIC) program, and student groups are required to meet twice with speaking advisors prior to giving presentation.

HSOC 335
Healthy Schools

This Fox Leadership and academically based community service seminar will use course readings and students’ own observations and interviews in their service learning projects in West Philadelphia schools to analyze the causes and impact of school health and educational inequalities and efforts to address them. Course readings will include works by Jonathan Kozol, studies of health inequalities and their causes, and studies of No Child Left Behind, the CDC’s School Health Index, recess, school meal, and nutrition education programs. Course speakers will help us examine the history, theories, politics and leadership behind different strategies for addressing school-based inequalities and their outcomes. Service options will focus especially on the West Philadelphia Recess Initiative. Other service options will include work with Community School Student Partnerships and the Urban Nutrition Initiative.

PSCI 135
Politics of Food

In this ABCS and Fox Leadership Program course students will use course readings and their community service to analyze the institutions, ideas, interests, social movements, and leadership that shape “the politics of food” in different arenas. Service sites include: the Agatston Urban Nutrition Initiative; the Greater Philadelphia Coalition Against Hunger; the West Philadelphia Recess Initiave; the Vetri Foundation’s Eatiquette Program; and Bon Appetit at Penn. Academic course work will include weekly readings, Canvas blog posts, several papers, and group projects. Service work will include a group presentation (related to your placement) as well as reflective writing during the semester. Typically one half of each class will be devoted to a discussion of the readings and the other either to group work and discussion of service projects, or to a course speaker. This course is affiliated with the Communication within the Curriculum (CWIC) program, and student groups are required to meet twice with speaking advisors prior to giving presentation.

PSCI 335
Healthy Schools

This Fox Leadership and academically based community service seminar will use course readings and students’ own observations and interviews in their service learning projects in West Philadelphia schools to analyze the causes and impact of school health and educational inequalities and efforts to address them. Course readings will include works by Jonathan Kozol, studies of health inequalities and their causes, and studies of No Child Left Behind, the CDC’s School Health Index, recess, school meal, and nutrition education programs. Course speakers will help us examine the history, theories, politics and leadership behind different strategies for addressing school-based inequalities and their outcomes. Service options will focus especially on the West Philadelphia Recess Initiative. Other service options will include work with Community School Student Partnerships and the Urban Nutrition Initiative.

PSYCH 070
Psychology of Food

Psychology of Food

PSYCH 127
Physiology of Motivated Behaviors

This course focuses on evaluating the experiments that have sought to establish links between brain structure (the activity of specific brain circuits) and behavioral function (the control of particular motivated and emotional behaviors). Students are exposed to concepts from regulatory physiology, systems neuroscience, pharmacology, and endocrinology and read textbooks as well as original source materials. The course focuses on the following behaviors: feeding, sex, fear, anxiety, the appetite for salt, and food aversion. The course also considers the neurochemical control of responses with an eye towards evaluating the development of drug treatments for: obesity, anorexia/cachexia, vomiting, sexual dysfunction, anxiety disorders, and depression.

 

PSYCH 439
Neuroendocrinology

Neuroendocrinology

PUBH 531
Public Health Nutrition

Public Health Nutrition 

PUBH 553
The Science & Politics of Food

The Science & Politics of Food

MGMT 241
Knowledge for Social Impact

Knowledge for Social Impact

MKTG 266
Marketing for Social Impact

Private and public sector firms increasingly use marketing strategies to engage their customers and stakeholders around social impact. To do so, managers need to understand how best to engage and influence customers to behave in ways that have positive social effects. This course consists of three distinct but connected modules. The first module of the course focuses on social marketing strategies for changing the behavior of a target segment of consumers on key issues in the public interest. The second module explores these initiatives within the context of specific issues (e.g., environmental sustainability, health behaviors, financial decision, etc.). The third module of the course examines the growing role of corporate social initiatives as they relate to marketing.

NURS3130 / 5130
Obesity and Society

This course will examine obesity from scientific, cultural, psychological, and economic perspectives. The complex matrix of factors that contribute to obesity and established treatment options will be explored.This course satisfies the Society & Social Structures Sector for Nursing Class of 2012 and Beyond.

NURS3160 / 5160
International Nutrition: Political Economy of World Hunger

A detailed consideration of the nature, consequences, and causes of hunger and undernutrition internationally. Approaches are explored to bringing about change, and to formulating and implementing policies and programs at international, national, and local levels, designed to alleviate hunger and under-nutrition.

NURS3610
Case Study: Breast Feeding & Human Lactation

Human milk is recognized universally as the optimal diet for newborn infants. Suboptimal breastfeeding rates are a global public health issue. Despite the World Health Organization recommending early exclusive breastfeeding with continued breastfeeding through at least age 2, these recommendations are not being met. Less than 50% of infants are breastfed within the first hour of birth and only 40% of infants receive exclusive human milk for the first 6 months.

The World Health Organization has promoted breastfeeding as a primary preventive health strategy for over 25 years. In January 2011, the United States Surgeon General released a Call for Breastfeeding Action stating, “we all have a role in helping mothers to breastfeed.”

Through classroom and clinical experiences, this course will provide an in-depth examination of the anatomy and physiology of lactation, essential aspects of establishing and maintaining lactation, and the nurses’ role in counseling the breastfeeding family. Emphasis will be placed on current research findings from around the world.

NURS3650
Case Study: Case Analysis in Clinical Nutrition

This course is designed for present and future nurse professionals who wish to increase their knowledge of nutrition and expertise and application of knowledge to achieve optimal health of clients and themselves. Principles of medical nutrition therapy in health care delivery are emphasized in periods of physiologic stress and metabolic alterations. Individual nutrient requirements are considered from pathophysiologic and iatrogenic influences on nutritional status. Nutritional considerations for disease states will be explored through epidemiological, prevalence, incidence, treatment and research data. Understanding application of medical nutrition therapy are included through case analysis and field experiences

NURS3750
Nutrition Throughout The Life Cycle

Understanding and meeting nutritional needs from conception through adulthood will be addressed. Nutrition-related concerns at each stage of the lifecycle, including impact of lifestyle, education, economics and food behavior will be explored.

NURS3760
Issues in Nutrition, Exercise, and Fitness

An examination of the scientific basis for the relationship between nutrition, exercise and fitness. The principles of exercise science and their interaction with nutrition are explored in depth. The physiological and biochemical effects of training are examined in relation to sports performance and prevention of the chronic diseases prevalent in developed countries.

NURS3770
Weight Management: Principles and Practices of Obesity Treatment

This course focuses on the principles and theories guiding the clinical care and treatment of people with obesity across the lifespan.  We will discuss the effectiveness and evidence-base supporting a variety of obesity treatments diet, physical activity, behavioral therapy, pharmacological, surgical, and combined approaches.  Emphasis will be placed on the practical aspects of providing obesity education and counseling to assist individuals and families in attaining and maintaining a healthy weight.

Course usually offered in spring term

Prerequisite: NURS 065 or NURS 112

Activity: Seminar

1.0 Course Unit

NURS5130
Obesity and Society

This course will examine obesity from scientific, cultural, psychological, and economic perspectives. The complex matrix of factors that contribute to obesity and established treatment options will be explored.

NURS5160
International Nutrition: Political Economy of World Hunger

A detailed consideration of the nature, consequences, and causes of hunger and undernutrition internationally. Approaches are explored to bringing about change, and to formulating and implementing policies and programs at international, national, and local levels, designed to alleviate hunger and under-nutrition.

NURS5210
Current Topics in Nutrition (0.5CU)

The objective of the course is to integrate the nutrition knowledge obtained from previous course work in nutrition and provide the student the opportunity to explore, analyze and formulate implications of the research and related literature on a self-selected topic under the guidance of the faculty coordinator. Current topics and controversies in nutrition will be discussed weekly. Readings will be assigned in coordination with each discussion topic and students will be required to seek out other sources of information to add to the class discussion. Topics will change from year to year to reflect the most recent interests and issues.

URBS 248
The Urban Food Chain

This class explores the social, economic, ecological, and cultural dynamics of metropolitan and community food systems. Field trips and assignments immerse students in various forms of experiential learning - including farming and gardening, cooking, eating, and more. Across the semester, we follow the food chain, from production to distribution, processing, consumption, and waste. Specific topics include urban agriculture, wholesale and retail, hunger and food assistance, restaurants and food trucks, food cultures and culinary traditions, food movements, and food justice. Students will learn how to research and map metropolitan and neighborhood food environments, and to analyze the relationships between food, culture, and society. Students taking this class should be open to trying new things, getting their hands dirty, and working with others in a variety of settings and activities.

WRIT 088 305
WRIT 088 305 - Let’s Talk About Food

How did you decide which foods would occupy space in your refrigerator? To make this decision, you likely assessed factors like whether food items were affordable or expensive, organic or processed, and if they were craft or mass-produced. These distinctions allow us to see that the food we eat may mean more than sustenance. Thus, in this class, we will employ a sociological lens to understand the meanings we give to food. We will explore how our meanings for food allow people to do things such as develop tastes, construct identities, gain membership to gastronomic systems, and distinguish categories of people (e.g., class). As we gain a greater understanding of these food meanings, we will be able to make sense of food trends such as the rise of gourmet, organic, ethnic, and diet foods. We will read Discriminating Taste: How Class Anxiety Created the American Food Revolution by Margot Finn to understand how class serves as one of the underlying factors that inform our food meanings.