TITLE: USING STUDENT ORGANIZATION INVOLVEMENT TOTEACH LEADERSHIP AND MANAGEMENT SKILLS IN A DIETETICSEDUCATION PROGRAM

AUTHOR(S): D.D. Canter, PhD, RD, LD; K.D. Kerschen, KSU StudentDietetic Association President; Kansas State University, Manhattan, KS

LEARNING OUTCOME: To increase awareness among dieteticseducators and dietetic students of the possibilities to learn about andpractice management and leadership skills through student organizationinvolvement.

TEXT: The need for leadership and management skills in dieteticspractice is critical for the advancement of the profession. Recent House ofDelegates mandates have emphasized the importance of incorporating thisconcept even more strongly into dietetics education programs. Anotherarea of concern for dietetics professionals is the importance of volunteerleadership in professional organizations. District, state, and nationaldietetics organizations and dietetics practice groups frequently reportdifficulty in finding individuals willing to have their name placed on aballot or fill a volunteer leadership position. Dietetics educators whoadvise and support student organizations in their institutions can useinvolvement in these organizations as a training ground for developingleadership and management skills in their students. Such involvementalso provides an opportunity to stress the importance of volunteerism inone’s professional life. Being a volunteer leader as a student can set thetone for professional involvement throughout one’s career. The purpose ofthis presentation is to (1) document the prevalence of dietetics-relatedstudent organizations in dietetics education programs across the UnitedStates, (2) to illustrate ways in which leadership and management skillsare developed in these organizations, and (3) to suggest how dieteticeducators can use their advisory role to mentor students in these criticalareas. Today’s dietetics students are tomorrow’s leaders of our professionalorganizations. Development of a positive view toward volunteerinvolvement and leadership while a student can pay big dividends for theprofessional of dietetics in the years ahead.

FUNDING DISCLOSURE: No outside funding supported thisresearch.

TITLE: NEWS ARTICLES AND RADIO PSAS: DEVELOPINGSCIENCE-BASED NUTRITION AND PHYSICAL ACTIVITYINFORMATION FOR CONSUMERS

AUTHOR(S): P.E. Treanor, MS, RD, Weight-control Information Network

LEARNING OUTCOME: Learn how to work with the media to promotescience-based health information.

TEXT: Nearly two-thirds of Americans are overweight or obese and over13 percent of children and adolescents are overweight. According toSecretary of Health and Human Services Tommy Thompson, overweightand obesity are among the most pressing public health issues in thenation today. The public often hears conflicting advice about diet andphysical activity, which causes confusion. The Weight-control InformationNetwork (WIN) provides the general public and health professionals withup-to-date, science-based health information on weight control, obesity,physical activity, and related nutritional issues. WIN is part of theNational Institute of Diabetes and Digestive and Kidney Diseases(NIDDK) of the National Institutes of Health (NIH) and the Departmentof Health and Human Services (DHHS). Science-based informationreaches many health professionals, but does not always filter down toconsumers. WIN broadens its reach to the general public by creating andplacing articles and public service announcements (PSAs) in newspapersand on radio stations. The health messages in newspaper articles andPSAs are based on WIN publications, all of which go through a rigorousscientific review including review for compliance with the DietaryGuidelines for Americans. The resulting messages offer consumersconsistent and scientifically accurate information that they can use intheir daily lives. Topics of articles include barriers to physical activity,portion control, and management of diabetes through diet and exercise. In2003, WIN reached over 20,000,000 people through placement of articlesin newspapers nationally and over 23,000,000 people through radio PSAs.WIN’s materials are not copyrighted.

FUNDING DISCLOSURE:

TITLE: CHOICE OF A SERVICE-LEARNING OR NON SERVICE-LEARNING SENIOR SEMINAR SECTION�STUDENTCHARACTERISTICS, FULFILLMENT OF LEARNING OBJECTIVES,AND INSTRUCTOR EVALUATION: A CASE STUDY

AUTHOR(S): C.E. O’Neil, PhD, RD; B.L. Matthews, PhD; H. Anton;School of Human Ecology; Centers for Excellence in Learning andTeaching; Louisiana State University, Baton Rouge, LA

LEARNING OUTCOME: This study was done to test the efficacy of aservice-learning course in meeting the knowledge and skill requirementsfor oral communication; to determine student characteristics in a service-learning class; and to assess why students in a Didactic Program inDietetics (DPD) would select a service-learning course.

TEXT: Two sections, one service-learning, of a senior seminar coursecovering the same topic (herbal medications) were taught by the sameinstructor. DPD students could self-select either class. In one (n�9),students gave presentations to their classmates; in the other (n�9), theygave a 3 hour in-service with approved for CE credit to local dietitians.Students in the service-learning section had an overall grade pointaverage of 3.48, than those in the other section (2.85, p�0.02). Focusgroup discussions evaluated why students chose a section and theirperceptions of how well course objectives were met and the perceivedcourse benefit. Students in the service-learning section were moremotivated, more sure of their future plans, better able to articulateconcerns, and had a more positive learning experience than others.Students in the service-learning section appeared more career-focused: fiveplanned to enter a dietetic internship immediately, and four planned toenter graduate school and then an internship. In the other class, only 3planned to enter an internship, 2 graduate school; four had no immediatecareer plans. Teacher evaluations were significantly (p�0.03) higher in theservice-learning section, 4.66 v 4.48 of 5.0, respectively). The largestdifferences were for the questions “oral presentations helped me developmy communication skills” (4.9 v 3.78) and “required course activitiescontributed toward development of skills” (4.8 v 4.33). This suggestsservice-learning provided better opportunities for learning, personaldevelopment, teamwork skills; and better met the knowledge and skillrequirements, and should be encouraged as pedagogy.

FUNDING DISCLOSURE: LSU assessment budget

TITLE: DEVELOPMENT, IMPLEMENTATION, ANDEVALUATION OF A FACULTY LEARNING COMMUNITY TOENHANCE CRITICAL THINKING SKILLS OF STUDENTS

AUTHOR(S): D. H. Holben, PhD, RD, LD; Ohio University, Athens,Ohio

LEARNING OUTCOME: To describe the development,implementation, and evaluation of a faculty learning community.

TEXT: A faculty learning community (FLC) is an interdisciplinarygroup of five or more faculty members engaging in an active,collaborative program with the intent of enhancing teaching andlearning of students. FLC programming includes frequent seminarsand activities that provide opportunity for learning, development,discussion, and community building. This poster describes thedevelopment, implementation, and evaluation of a FLC. First, thefacilitator participated in a yearlong training session with otherfaculty interested in FLC development. After the training, the basicgoal of the FLC was developed: to talk about, define, discuss, andstudy the literature surrounding critical thinking. It was plannedthat a focus book (Engaging Ideas, Bean) would be utilized fordiscussion and that each member would select a course to infusecritical thinking strategies into over a seven-eight month period.Next, recruitment materials were developed and distributed tofaculty and staff on campus. An interdisciplinary group of eightfaculty and staff were selected to participate. Next FLC activitieswere planned for an eight month period, including: 1) a kick-offdinner; 2) a two-day off-campus retreat for mission statementdevelopment and other activities; 3) bi-weekly meetings fordiscussions surrounding pedagogy, focus text material, and curricula;and program evaluation. A FLC can foster intellectual exchangeamong its members, possibly leading to curricular integration,collaboration across disciplines, and a renewed view of one’s field.Use of a FLC within a dietetics program can foster relationships offaculty both within and outside of the discipline, ultimatelyenhancing pedagogy and learning of students.

FUNDING DISCLOSURE: Ohio University Office of the Provost

MONDAY, OCTOBER 4

POSTER SESSION: PROFESSIONAL SKILLS/EDUCATION/MANAGEMENT/FOOD SERVICE/CULINARY

Journal of THE AMERICAN DIETETIC ASSOCIATION / A-35