Prerequisites: STAT250 or STAT280 or BIOSTATS501/521 (concurrent)
Undergraduates are allowed to enroll in this course.
Description: This course is designed to introduce students to eating disorders using a public health framework. Students will examine primary, secondary, and tertiary approaches to eating disorders prevention and will be exposed to topics relevant to public health, including integrating obesity and eating disorders prevention.
Description: This course is designed to introduce students to the pervasiveness and consequences of weight bias. Students will be introduced to weigh-inclusive alternatives (e.g. Health at Every Size) to weight-normative approaches common in public health and health care and will examine issues such as size diversity through a social justice lens.
Course Goals: By critically discussing both seminal and cutting-edge papers, students will develop a thorough understanding of the history and origin of weight bias, its pervasiveness, and its consequences.
Competencies: Communicate audience-appropriate public health content, both in writing and through oral presentation
Learning Objectives: Discuss the science of primary, secondary and tertiary prevention in population health, including health promotion, screening, etc.
Explain behavioral and psychological factors that affect a population's health
Prerequisites: NUTR 636: Medical Nutrition Therapy I
Description: The aim of this course is to familiarize dietetics students with counseling strategies that can be used for nutrition behavior change. The course will emphasize both the art and the science of nutrition counseling, as well as the practical aspects of implementing counseling for dietary change.
Description: Doctoral students must learn to think critically about their own writing, the writing of their peers, and the process of writing in general. This course will center on peer review, written critiques, and lectures from experts to build the skills necessary to craft a piece of writing with these elements.
Course Goals: At the end of the course, students should be able to:
-Communicate public health research and its implications to a technical audience in a style that engages and connects with the reader.
-Develop translatable writing skills for diverse career paths in science.
Competencies: Students taking this class are expected on its completion to:
-Have a stronger grasp of the basic skills necessary for writing a scientific manuscript.
-Understand the structure and expected content in scientific writing, including abstracts, reviews, and articles.
-Understand how to critique the writing style, content, organization, and logic in their own and their peers' writing.
-Take and give criticism constructively and use it to improve their writing.
-Have a polished piece of writing that they can either submit for publication or use for their preliminary exam.
-Have developed a regular writing routine that is productive for them.