Improving Knowledge, Confidence, and Skills Related to Engaging in Nutrition Policy-Related Activities Through Authentic Assignments and Class Activities

Abstract

Authentic assignments are defined as assessments that allow students to complete activities similar to those in which individuals in the field are engaged. They assess student achievement while helping students understand standards and challenges of the field. In this article, we describe the use of authentic assignments and class activities in a graduate-level nutrition policy course at a public university in North Carolina and evaluate outcomes related to students’ knowledge, comfort, and confidence in engaging in nutrition policy-related activities. The course included a variety of authentic assignments and activities, including a group policy brief project, letter to a legislator, case studies, and an elevator pitch on a nutrition policy issue. During the fall of 2020, students enrolled in two sections of the course ( N = 72) were invited to complete a pre- and post-survey. Thirty-five students (49%) completed both surveys and were included in the analyses. There were significant increases in students’ comfort and confidence for engaging in nutrition policy-related activities. Students also appeared to have gained a better understanding of how they and/or their future profession are impacted by nutrition policy and how they and/or their future profession can play a role in nutrition policy. Authentic assignments may be helpful for preparing students to participate in the nutrition policy process.