What can you do, as a nutrition communicator, if you encounter the ‘destroyers of enthusiasm discussed in Chapter 3?

Biweekly book study

Based on the study of Enhancing Adult Motivation to Learn.

Activities:

  1. For the assigned chapter(s) of Enhancing Adult Motivation to Learn write a journal entry. For each book study include:

i. three key learnings (for each learning, indicate which chapter it is from)

ii. state how each learning relates to the course content (that is, use of language, enhancing motivation, program planning, and counselling approaches) and informs your approach to nutrition counselling/education.

Grading

Three key learnings

3 pts

Statement of how each learning relates to course content

2 pts

0.1 for each type of error in spelling, grammar, punctuation, not using first person

(up to -2 pts)

As these are journal entries, you may use more informal language than if you were writing a research paper. You must use first person when describing your learning.

For each Book Study, you will review two chapters at a time and write about your three key learnings. This is not three key learnings from each chapter, but rather three key learnings from the set of chapters you read. For example, when you read Chapters 1 and 2, you may choose to discuss one key learning from Chapter 1, and two from Chapter 2 (or vice versa). Both chapters you read should be discussed. It is likely you will have more than three key learnings; students often comment they could write about more than three for each chapter! For the sake of being concise please keep it to three per book study.

Chapter 3: Characteristics of a Motivating Instructor (this is a long chapter, give yourself plenty of time)

Chapter 4: What Motivates Adults to Learn

Things to consider

· In Chapter 3, the five pillars of expertise, empathy, enthusiasm, caring, and cultural responsiveness are discussed; how, if at all, do these pillars have relevance for nutrition communications?

· What is the relevance of “Do I know what I don’t know?” to nutrition communicators

· Experts have more experience than their clients – how can nutrition communicators bridge this divide?

· Listening is most important – what does this mean for nutrition communicators?

· How you say something is more important than what you say for adult learners – what does this mean for nutrition communicators?

· What can you do, as a nutrition communicator, if you encounter the ‘destroyers of enthusiasm discussed in Chapter 3?

· Towards the end of the chapter the authors indicate that teachers of adults should do three things: create safe, inclusive, and respectful learning environments; engage the motivation of all learners; relate course content and learning to the social concerns of learners and the broader concerns of society. Is this asking too much of nutrition communicators?

· In Chapter 4, the authors discuss what motivates adults to learn, and indicate early on that educators need to both help adults be both successful and willing learners.

· What are some actions nutrition communicators can take to help adults be successful learners?

· What are some actions nutrition communicators can take help adults be willing learners?

· How can nutrition communicators promote a feeling of safety?

· The authors indicate that threat of any kind causes people to look for ways to be safe – how might nutrition communicators be perceived as a threat?

· How do we, perhaps in counseling or in group sessions, address client meaning to

· enhance motivation?

· What is the Motivational Framework for Cultural Responsiveness, and how might this be relevant for nutrition communications

Formatting/Spelling/Grammar

All assignments require a cover page. Any paper-based assignments with hard copies required are to be stapled in the upper left corner (-1 point for not stapling).

Attend to:

  1. 12 font (used consistently throughout, and the same font used throughout).

  2. Double space.

  3. 2.5 cm (1”) margins.

  4. Include your name, student number, date, course #, and my name on title pages.

  5. Include a title that is descriptive of the content of your assignment (not “Assignment #1”).

  6. Use headers and subheaders per APA formatting to organize your writing.

  7. Number all pages.

  8. Use APA style (6th edition) for references, in-text citations, quotations, etc.:

· double space references in reference list

· no extra spaces between references

· no extra space between paragraphs

  1. Do not use fancy embellishments or borders to make your work look pretty.

  2. Write out all numbers less than 10; use numerals for numbers greater or equal to 10.

  3. Use Canadian spelling, not American (counselling, not counseling; favour, not favor).

  4. Do use the Oxford comma.

  5. Ensure agreement of subject and verb (when using singular/plural).

  6. Use first person when describing your perspective.

  7. Watch spelling, grammar, and punctuation. This is a communications class, and these things impact the quality and clarity of your work.

NUTR 3713: Introduction to Communications (Winter 2016)

  1. When discussing research, get in the habit of making the authors the subject of your sentence as much as possible. For example: “Campbell Bligh (2017), proposed that…” vs. “A(n) study/article showed…(Campbell Bligh 2017)”. The author or authors are the ones who tell us things; the article you read is the vehicle for that message, and the study is what the author did. It is fine to start a paragraph with something like “There is a large body of research to support…”, so long as you then elaborate with what specific authors have said within this body of research.

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