Assessing Undergraduate Performance on General Education Natural and Mathematical Science Competencies in an Introductory Nutrition Course

Abstract

ObjectiveTo demonstrate how well student learning in an introductory nutrition course meets general education natural science and mathematical competencies, to identify learning skills that may need more emphasis in instruction, and to determine whether skills varied by major or gender.Target AudienceOne hundred and twenty-two undergraduate students enrolled in human nutrition.Theory, Prior Research, RationaleAt a Midwestern university, students may take an applied science course (Human Nutrition) to fulfill general education natural and mathematical sciences requirements. Such courses allow students to explore these fields while gaining important skills, with content and activities that have connections to their daily lives. This study assesses how well a nutrition course provides students with basic scientific competencies.Description of Course and CurriculumTraditional nutrition course (lecture/16 weeks/meet 1-3x/week; activities covered: dietary guidelines, meal planning, digestion/absorption, carbohydrates, protein, lipids, diet/chronic diseases, energy balance, weight control, sport nutrition, and food safety.EvaluationA previously-developed 10-item quiz with 7 tables was administered to measure competencies of interpreting/evaluating data, solving problems, and using rigorous analytic thinking. Participants were 62% women. There was no difference in overall performance by gender (independent t test, mean score men 7.1±1.6 SD, women 6.5±1.8, P=.09) or major (one-way ANOVA with natural sciences, nutrition science/dietetics, other applied sciences; P=0.21). Examining subscores by competency, women scored lower than men for rigorous analytical thinking (P=0.014), but not problem solving (P=0.64) or interpreting/evaluating data (P=0.21).Conclusions and ImplicationsOverall scores indicate that instructors should better align activities to these competencies, to improve performance in these areas. Students’ major did not affect performance, but the difference in subscores by gender for analytical thinking needs further investigation.FundingNone ObjectiveTo demonstrate how well student learning in an introductory nutrition course meets general education natural science and mathematical competencies, to identify learning skills that may need more emphasis in instruction, and to determine whether skills varied by major or gender. To demonstrate how well student learning in an introductory nutrition course meets general education natural science and mathematical competencies, to identify learning skills that may need more emphasis in instruction, and to determine whether skills varied by major or gender. Target AudienceOne hundred and twenty-two undergraduate students enrolled in human nutrition. One hundred and twenty-two undergraduate students enrolled in human nutrition. Theory, Prior Research, RationaleAt a Midwestern university, students may take an applied science course (Human Nutrition) to fulfill general education natural and mathematical sciences requirements. Such courses allow students to explore these fields while gaining important skills, with content and activities that have connections to their daily lives. This study assesses how well a nutrition course provides students with basic scientific competencies. At a Midwestern university, students may take an applied science course (Human Nutrition) to fulfill general education natural and mathematical sciences requirements. Such courses allow students to explore these fields while gaining important skills, with content and activities that have connections to their daily lives. This study assesses how well a nutrition course provides students with basic scientific competencies. Description of Course and CurriculumTraditional nutrition course (lecture/16 weeks/meet 1-3x/week; activities covered: dietary guidelines, meal planning, digestion/absorption, carbohydrates, protein, lipids, diet/chronic diseases, energy balance, weight control, sport nutrition, and food safety. Traditional nutrition course (lecture/16 weeks/meet 1-3x/week; activities covered: dietary guidelines, meal planning, digestion/absorption, carbohydrates, protein, lipids, diet/chronic diseases, energy balance, weight control, sport nutrition, and food safety. EvaluationA previously-developed 10-item quiz with 7 tables was administered to measure competencies of interpreting/evaluating data, solving problems, and using rigorous analytic thinking. Participants were 62% women. There was no difference in overall performance by gender (independent t test, mean score men 7.1±1.6 SD, women 6.5±1.8, P=.09) or major (one-way ANOVA with natural sciences, nutrition science/dietetics, other applied sciences; P=0.21). Examining subscores by competency, women scored lower than men for rigorous analytical thinking (P=0.014), but not problem solving (P=0.64) or interpreting/evaluating data (P=0.21). A previously-developed 10-item quiz with 7 tables was administered to measure competencies of interpreting/evaluating data, solving problems, and using rigorous analytic thinking. Participants were 62% women. There was no difference in overall performance by gender (independent t test, mean score men 7.1±1.6 SD, women 6.5±1.8, P=.09) or major (one-way ANOVA with natural sciences, nutrition science/dietetics, other applied sciences; P=0.21). Examining subscores by competency, women scored lower than men for rigorous analytical thinking (P=0.014), but not problem solving (P=0.64) or interpreting/evaluating data (P=0.21). Conclusions and ImplicationsOverall scores indicate that instructors should better align activities to these competencies, to improve performance in these areas. Students’ major did not affect performance, but the difference in subscores by gender for analytical thinking needs further investigation. Overall scores indicate that instructors should better align activities to these competencies, to improve performance in these areas. Students’ major did not affect performance, but the difference in subscores by gender for analytical thinking needs further investigation.