Teaching Food System Sustainability in Dietetic Programs: Need, Conceptualization, and Practical Approaches

Harmon, Alison H.; Lapp, Julia; Blair, Dorothy; Hauck-Lawson, Annie

doi:10.1080/19320248.2011.554272

Cited by 41 publications

(58 citation statements)

References 17 publications

(13 reference statements)

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“…Sustainability, and sustainable development are emerging as central concepts within professional nutrition and dietetic practice [1,2]. This emergence runs parallel to calls in other disciplines and higher education itself to reposition our work within a new lens of the Anthropocene and further, for some a "climate emergency" [3].…”

Section: Introductionmentioning

confidence: 99%

Sustainability: Nutrition and Dietetic Students’ Perceptions

et al. 2020

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Opportunities exist for nutrition and dietetic (N&D) professionals to contribute to sustainable development and support actions towards the attainment of the UN’s Sustainable Development Goals (SGD’s). Students undertaking higher education are well-placed to develop skills and capabilities in creative and critical problem solving for sustainability. However, there is limited literature exploring nutrition and dietetic students’ perceptions of sustainability that would help to inform an effective and constructively aligned embedding of sustainability content and active learning opportunities into curriculum. This descriptive cohort study design utilised a 17-question online survey to explore 95 Australian N&D undergraduate students’ self-reported familiarity with and perceived importance of sustainability and related concepts, and view of sustainability for future practice. Participants reported being more familiar with the term environmental sustainability and related concepts than economic or social sustainability. Varying levels of familiarity of 42 sustainability related concepts within economic resilience, environmental integrity, social development and cross-cutting issues were reported. Most participants (82%, n = 78) reported sustainability was very important in general (82%, n = 78), and for professional practice (63%, n = 60). Over half of the participants identified government led initiatives to address the future of society (65%, n = 71). Our study highlights the complexity of sustainability in a discipline specific context and the need for understanding students’ perceptions of sustainability to inform N&D curriculum design.

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Section: Introductionmentioning

confidence: 99%

Sustainability: Nutrition and Dietetic Students’ Perceptions

et al. 2020

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“…The variety of projects exemplified in Table 2 illustrates the breadth of possibilities as related to dietetics. Identifying the specific skills and knowledge content needed by the profession to achieve action goals laid out by Harmon and associates 29 would be an appropriate next step. Developing new pedagogical materials as well as increasing awareness among educators of existing resources is also needed.…”

Section: Dietetic Internships and Core Knowledge And Skill Areasmentioning

confidence: 99%

“…However, less than half indicated confidence in teaching this subject. 29 Downloaded by [New York University] at 07:50 05 July 2015…”

Section: Introductionmentioning

confidence: 99%

Fitting Sustainable Food Systems Into Dietetic Internships—A Growing Trend

Webber

Sarjahani

2011

Journal of Hunger & Environmental Nutrition

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Relationships between food systems, human health, and the environment are well recognized. We studied the extent to which dietetic internship programs teach sustainable food systems through experiential learning and barriers preventing this. In a survey of 237 dietetic internship program directors, one half (49.5%) of 89 respondents incorporated program activities related to sustainable food systems or planned to do so; another 43% reported interest but lacked time and resources. Program examples using learning experiences related to sustainable food systems demonstrate ways to contribute to accreditation requirements. Wider use of resources to train future practitioners could improve confidence and competence in this professional growth area.

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“…Earlier work by Harmon et al . () explored the quality and quantity of teaching about food systems and sustainability for dietetic students in the US. The authors reported inadequate time in the curriculum as being the most significant perceived barrier to expanding teaching on the food system and sustainability (Dawe et al .…”

Section: Education For Sustainabilitymentioning

confidence: 99%

“…In a recent exploratory pedagogic study by , dietetic students (n = 18) within a participatory workshop agreed that education on sustainability should 'be throughout every subject'. Earlier work by Harmon et al (2011) explored the quality and quantity of teaching about food systems and sustainability for dietetic students in the US. The authors reported inadequate time in the curriculum as being the most significant perceived barrier to expanding teaching on the food system and sustainability (Dawe et al 2005).…”

Section: Education For Sustainabilitymentioning

confidence: 99%

Sustainable eating: Opportunities for nutrition professionals

Pettinger

2018

Nutrition Bulletin

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Increasing demand for food from a growing human population is leading to adverse environmental and health consequences. The emerging topical issue of sustainable eating and diets might offer new opportunities for the training of nutrition professionals. Ongoing research is uncovering synergies between how dietary patterns can meet both health and environmental goals. Yet this area is a challenge for the nutrition professions, as relevant education often involves politically driven, systems leadership‐style thinking, which is drawn from a less familiar evidence base than traditional nutritional sciences. As pressures mount to achieve sustainability agenda goals, new evidence appraisal and educational input are essential to support the potential role of nutrition professionals. This article appraises sustainable eating and diets, as well as considering the value of better education to be embedded more consistently within nutrition curricula and Continued Professional Development (CPD), to achieve sustainability literacy for nutrition professionals. The importance of stronger advocacy skills and collaborative leadership is also highlighted, as well as the need for more effective high‐level policy involvement. Recommendations for how nutrition professionals can be more effectively equipped for this emerging and dynamic area of professional practice are provided.

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Teaching Food System Sustainability in Dietetic Programs: Need, Conceptualization, and Practical Approaches

Cited by 41 publications

References 17 publications

Sustainability: Nutrition and Dietetic Students’ Perceptions

Sustainability: Nutrition and Dietetic Students’ Perceptions

Fitting Sustainable Food Systems Into Dietetic Internships—A Growing Trend

Sustainable eating: Opportunities for nutrition professionals

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