Integrating Self-directed Learning into a Large Second Year Nutrition Course

TitleIntegrating Self-directed Learning into a Large Second Year Nutrition Course
Faculty/College/UnitLand & Food Systems
Duration1 Year
Project Summary

Accepting greater autonomy for learning is a hallmark of self-directed learning (SDL). Transitioning students from a learning environment of receiving information to creating new knowledge is important for their success in academia and the workplace. This project aims to develop and implement a SDL framework in a large second-year nutrition course (FNH 250: Nutrition Concepts & Controversies), and to assess the impact of new SDL learning activities on student success in achieving the course objectives.

This project draws on results from a needs assessment of FNH 250 students’ readiness for SDL conducted in 2015-2016, which showed students were willing to develop SDL skills, but most did not perceive themselves as SDL primarily due to a lack of SDL learning opportunities. Measured outcomes of this project include pre-post differences in student achievement of specific learning objectives for SDL- versus lecture-based modules, and changes in students’ skills and identities as SDL.

Funding Details
Year 1: Project YearYear 1
Year 1: Funding Year2017/2018
Year 1: Project TypeSmall TLEF
Year 1: Principal InvestigatorGail Hammond
Year 1: Funded Amount13,978
Year 1: Team Members

Gail Hammond, Instructor, Food, Nutrition and Health, Faculty of Land and Food Systems
Roselynn Verwoord, PhD Student, Faculty of Education

Year 1: TLEF ShowcaseYear 1: TLEF Showcase
Project Report2017-TLEF-Final-Hammond-WEB.pdf