Tallant, A.C., Ph.D., R.D., L.D.N. Western Carolina University, Cullowhee NC

1. USING A PHOTOVOICE CLASS PROJECT TO MEET COMMISSION ON ACCREDITATION FOR DIETETICS EDUCATION (CADE) STANDARDS AND UNIVERSITY GOALS: THE NUTRITION DISCOVERY PHOTOVOICE PROJECT . Tallant, A.C., Ph.D., R.D., L.D.N. Western Carolina University, Cullowhee NC Meeting Commission on Accreditation for Dietetics Education (CADE) accreditation standards while meeting university goals can be challenging for nutrition professors. It is essential to develop meaningful assignments that simultaneously address all requirements. This project report describes implementation of a class photovoice project conducted to meet university goals that can also be used to meet CADE accreditation standards. The purpose of the Nutrition Discovery Photovoice Project was to provide students with an experiential learning opportunity to explore their college environment and community in order to understand the factors that influence dietary behaviors. “Photovoice is an innovative qualitative method of participatory action research based on health promotion principles” (Martin, Garcia, & Leipert, 2010). Photovoice is innovative in that it combines photo elicitation (included in research on organization, community, culture, etc.) and ethnography, a qualitative research method (Martin et al., 2010). Photovoice has not been used to its full potential in nutrition and dietetics (Martin et al., 2010). The Nutrition Discovery Photovoice Project (NDPP) was implemented in ND 190 Personal Nutrition, a first-year seminar. Results Background Table 1. Alignment of NDPP with CADE accreditation standards and university goals. Methods The Nutrition Discovery Photovoice Project (NDPP) objectives, congruent with course objectives, were aligned with university goals and CADE accreditation standards (see Table 1). NDPP was implemented with a convenience sample of students enrolled in three sections (n = 75) of a first year personal nutrition seminar at a public university. Students were oriented to the NDPP assignment early in the semester and given related smaller point assignments to help them understand the socio-ecological model (SEM) throughout the semester. The NDPP assignment involved taking photos that represented enablers and barriers to good dietary behaviors, categorizing the photos into levels of the SEM, writing captions for photos, posting photos and captions on a wiki (see Figures 1 and 2), and presenting their findings orally to the class at the end of the semester. Students were given a photograph orientation from a graduate student in the MFA program prior to the photo-taking period (approximately two weeks). Students completed the project in self-selected small groups of five and wrote reflections about their experiences. The instructor created rubrics to grade the project components. The final project was graded according to their final wiki posts, oral presentations of findings, peer evaluations of group members, and reflections. Figures 1 and 2. Sample photovoice wiki postings. Student Learning Outcomes Average score on NDPP: 291.2 of 305 points (95.47). Sample excerpt from reflection paper: “This project was an important resource in helping me learn about my college environment and also helping me make the right decision in terms of food choices on campus. The photovoice wiki project essentially has been one of the more informative and rewarding projects I have participated in. Every aspect of this project was beneficial and supplied me with a wellspring of useful information….With the vast amount of information gained from this project, students can effectively change their diet and lifestyle for the better and reap the benefits as they age.” Learning Codes: 6030 Education theories and techniques for adults; 6050 Instructional materials development Conclusions and Recommendations References: The NDPP allowed students to creatively engage in discovery, use technology effectively, and practice communication skills and reflection. It also allowed them to work collaboratively to accomplish a common goal. It is recommended that that photovoice be used in nutrition major courses as a unique pedagogical method to meet CADE standards and university goals. Specifically, instructors should determine the questions they want their students to answer and develop photovoice objectives surrounding the central questions. Photovoice is ideal for introductory nutrition courses, although it could be used in any course. Adequate class time should be set aside for photovoice projects. In the future, incorporation of a research paper to coincide with the project is recommended. Goodhart, F., Hsu, J., Baek, J., Coleman, A., Maresca, F., & Miller, M. (2006, July). A view through a different lens: photovoice as a tool for student advocacy. Journal of American College Health, 55(1), 53-56. Retrieved July 21, 2009, from CINAHL with Full Text database. Martin, N. Garcia, A., & Leipert, B. (2010). Photovoice and its potential use in nutrition and dietetic research. Canadian Journal of Dietetic Practice And Research: A Publication of Dietitians of Canada, 71(2), 93-97. Retrieved from EBSCOhost.