|Title||Integrating Self-directed Learning into a Large Second Year Nutrition Course|
|Faculty/College/Unit||Land & Food Systems|
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.
|Year 1: Project Year||Year 1|
|Year 1: Funding Year||2017/2018|
|Year 1: Project Type||Small TLEF|
|Year 1: Principal Investigator||Gail Hammond|
|Year 1: Funded Amount||13,978|
|Year 1: Team Members|
Gail Hammond, Instructor, Food, Nutrition and Health, Faculty of Land and Food Systems
|Year 1: TLEF Showcase|