Public health teaching in practice, peer learning and partnership working: the Cook School project

Amani Al-Saedi, Jake Bell, Alex Boorman, Ellie Cameron, Zoe Castleman, Chamos Flanagan, Cristine Fraser, Jessica Pearson, Alison Philp, Kirsty Robinson, Flavio Silva, Amina Taki, Dareen Tubeileh, Robyn Vosters, Hilda Mary Mulrooney

Abstract


Authentic learning opportunities replicating working environments will enhance learners’ employability and intrinsic motivation. Within most undergraduate curricula, opportunities for students to experience hands-on learning opportunities which mimic public health practice are limited. A pilot university cook and eat programme (the Cook School) was developed based upon community cook and eat programmes. The aim was to enable trained undergraduate Nutrition students to facilitate healthy eating activities to their peers, as a voluntary co-curricular activity.

 

Two cook and eat programmes, each of five weeks duration, were offered to undergraduate students (12 participants per programme). Cooking was delivered by trained chefs and the healthy eating components were facilitated by trained undergraduate Nutrition students. Participants did not know beforehand that sessions would include nutrition information & activities in addition to cooking. Facilitators identified ‘employability’ as a key driver for their participation in this project. Their post-course evaluations suggested that key employability skills like team work, time management, communication and organisation were enhanced by involvement in the Cook School.  Participants suggested that attending Cook School improved their knowledge of healthy eating. Whether this translates into improved diets long term is currently unknown.

 

This pilot project offered undergraduate Nutrition students a unique opportunity to gain key employability skills within an authentic learning environment, working in partnership with their peers. 


Full Text:

PDF

References


Alwan, A., Maclean, D.R., Riley, L.M., Tursan d’Espaignet, E., Mathers, C.D., Stevens, G.A., & Bettcher, D. (2010) Monitoring and surveillance of chronic non communicable diseases: progress and capacity in high-burden countries. Lancet 376(9755): 1861-8. DOI: 10.1016/S0140-6736(10)61853-3

Andrews, M. (2013, January 22) Why our students need co-curricular, not extra-curricular, activities. Retrieved from The Guardian Higher Education Network: http://www.theguardian.com/higher-education-network/blog/2013/jan/22/student-development-university-curriculum-design.

Association for Nutrition (2012) Standard Operating Procedures Course Accreditation. London: AfN.

http://www.associationfornutrition.org/default.aspx?tabid=247

Association for Nutrition (2017) AfN Accredited Undergraduate Degree Programmes. London: AfN. http://www.associationfornutrition.org/Default.aspx?tabid=134

Blumenfeld, P., Marx, R., Soloway, E. & Krajcik, J. (1996) Learning with peers: from small group cooperation to collaborative communities. Educational Researcher 25(8): 37-40.

DOI: 10.3102/0013189X025008037

Boud, D., Cohen, R. & Sampson, J. (1999) Peer learning and assessment. Assessment and Evaluation in Higher Education 24(4): 413-26.

DOI: 10.1080/0260293990240405

Boud, D. & Lee, A. (2005) ‘Peer learning’ as pedagogic discourse for research education. Studies in Higher Education 30(5): 501-516.

DOI: 10.1080/03075070500249138

Deci, E.L., Vallerand, R.J., Pelletier, L.G. & Ryan, R. (1991) Motivation and education: the self-determination perspective. Educational Psychologist 26(3-4): 325-346.

DOI: 10.1080/00461520.1991.9653137

Deci, E.L., Koestner, R. & Ryan, R.M. (1999) A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin 125(6): 627-668.

Faculty of Public Health (2010) What is public health? Retrieved from Faculty of Public Health website: http:// www.fph.org.uk/what_is_public_health

Forsyth, D.R. & McMillan, J.H. (1991) Practical proposals for motivating students. New Directions in Teaching & Learning 45: 53-65.

DOI: 10.1002/tl.37219914508

Froiland, J.M. (2011) Parental autonomy support and student learning goals: a preliminary examination of an intrinsic motivation intervention. Child & Youth Care Forum 40(2): 135-149.

DOI: 10.1007/s10566-010-9126-2

Froiland, J.M., Oros, E., Smith, L. & Hirchert, T. (2012) Intrinsic motivation to learn: the nexus between psychological health and academic success. Contemporary School Psychology 16: 91-100.

DOI: 10.1007/BF03340978

Gore, F.M., Bloem, P.J., Patton, G.C., Ferguson, J., Joseph, V., Coffey, C., Sawyer, S.M., & Mathers, C.D. (2011) Global patterns of disease in young people aged 10-24 years: a systematic analysis. Lancet 377: 2093-102.

DOI: 10.1016/S0140- 6736(11)60512-6

Gottfried, A.E., Fleming, J. & Gottfried, A.W. (2001) Continuity of academic intrinsic motivation from childhood through late adolescence: a longitudinal study. J. Educational Psychologist 93(1): 3-13.

DOI: 10.1037/0022-0663.93.1.3

Harvey, L. (2003) Transitions from Higher Education to work: A briefing paper prepared by Lee Harvey (Centre for Research and Evaluation, Sheffield Hallam University), with advice from ESECT and LTSN Generic Centre colleagues. Retrieved from Quality Research International website: https://www.qualityresearchinternational.com/esecttools/esectpubs/harveytransitions.pdf

Higher Education Funding Council for England, HEFCE (2011) Opportunity, choice and excellence in higher education. Bristol: HEFCE. http://www.hefce.ac.uk/media/hefce/content/about/How,we,operate/Corporate,planning/Strategy,statement/HEFCEstrategystatement.pdf

Johnson, D.W., Johnson, R.T. & Stanne, M.B. (2000) Cooperative learning methods: a meta-analysis. Running Head: Cooperative Learning Methods, 2-12. Retrieved from Researchgate website: https://www.researchgate.net/profile/David_Johnson50/publication/220040324_Cooperative_learning_methods_A_meta-analysis/links/00b4952b39d258145c000000.pdf

Kelly, P. (2000) The dangerousness of youth-at-risk: the possibilities of surveillance and intervention in uncertain times. J Adolescence 23(4): 463-76.

DOI: 10.1006/jado.2000.0331

Knowles, M.S., Holton, E.F. III, & Swanson, R.A. (2005). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development (6th ed.). Burlington, MA: Elsevier.

ISBN 10: 0750678372; ISBN 13: 9780750678377

Lombardi, M.M. (2007) Authentic Learning for the 21st Century: An Overview. Educause Learning Initiative Paper 1, 2007. Retrieved from Educause Library website: https://library.educause.edu/resources/2007/1/authentic-learning-for-the-21st-century-an-overview

Mueller, A. & Fleming, T. (2001) Cooperative learning: listening to how children work at school. J Educational Research 94(5): 259-265.

URL: http://www.jstor.org/stable/27542333

Neves, J. & Hillman, N. (2016) Student academic experience Survey. HEA, York. https://www.heacademy.ac.uk/system/files/student_academic_experience_survey_2016_hea-hepi_final_version_07_june_16_ws.pdf

O’Leary, S. (2016a) Graduates’ experiences of, and attitudes towards, the inclusion of employability-related support in undergraduate degree programmes: trends and variations by subject discipline and gender. J Educ and Work.

DOI: 10.1080/13639080.2015.1122181

O’Leary, S. (2016b) The opportunities and challenges for employability-related support in STEM degrees. New Directions in the Teaching of Physical Sciences 11(1).

Patton, G.C., Coffey, C., Cappa, C., Currie, D., Riley, L., Gore, F., Degenhardt, L., Richardson, D., Astone, N., Sangowawa, A.O., Mokdad, A. & Ferguson, J. (2012) Health of the worlds adolescents: a synthesis of internationally comparable data. Lancet 379(9826): 1665-75.

DOI: 10.1016/S0140-6736(12)60203-7

Pegg, A., Waldock, J., Hendy-Isaac, S. & Lawton, R. (2012) Pedagogy for employability. York: HEA.

file:///C:/Users/User/Downloads/pedagogy_for_employability_update_2012.pdf

Public Health England (2016) National Diet and Nutrition Survey. Results from Years 5 and 6 (combined) of the Rolling Programme (2012/2013-2013/2014). London: PHE. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/551352/NDNS_Y5_6_UK_Main_Text.pdf

Reeve, J. & Jang, H. (2006) What Teachers Say and Do to Support Students’ Autonomy during a Learning Activity. J Educ Res 98(1): 209-218. https://doi.org/10.1037/0022-0663.98.1.209

Ryan, R.M., & Deci, E.L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology 25: 54–67.

DOI: 10.1006/ceps.1999.1020

Sawyer, S.M., Afifi, R.A., Bearinger, L.H., Blakemore, S-J., Dick, B., Ezeh, A.C. & Patton, G.C. (2012) Adolescence: a foundation for future health. Lancet 379(9826): 1630-40.

DOI: 10.1006/ceps.1999.1020

Webb, N.M., Farivar, S.H. & Mastergeorge, A.M. (2002) Productive helping in Cooperative Groups. Theory into Practice 41(1): 13-20.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

New Directions in the Teaching of Physical Sciences

eISSN: 2051-3615