Please complete the following pre-course survey as a self-assessment of your existing knowledge and experience with course-related concepts. Your instructor will use this information to tailor the resources provided for you and your peers accordingly.

1. Have you completed HLTH 641, Health Communication?

2. Have you completed HLTH 650, Behavior Change for Health Promotion?

3. On a scale of 1-5 (with 1 being "low" and 5 being "high"), how would you rank your knowledge of common theories of behavior change, such as the Health Belief Model, Transtheoretical Model, or Social Cognitive Theory?

4. Describe your experiences with peer review or peer feedback in the classes you have taken up to this point in your program of study.

5. When it comes to nutrition education, what topics and/or populations are you most interested in pursuing?

Intended Learning Outcomes:

1. Identify nutrition-related health issues and concerns and be able to develop appropriate nutrition-related interventions for such issues.
2. Apply theories of behavior change to the planning, implementation, and evaluation of a nutrition education promotion program.
3. Develop a plan for evaluating a program and provide a rationale for selected outcomes.
4. Examine process and impact evaluation in detail, defining when each is to be used and the purpose of use.
5. Develop program outcomes and align those outcomes with appropriate assessment methods.
6. Develop a personal e-portfolio to showcase samples of work for potential employers.

Assessment:

The learning outcomes will be assessed in the following ways:

1. Weekly Updates and Comments

This is a formative assessment that is designed to encourage learners to think more deeply about course concepts and process their ideas with their peers in a collaborative space.

• Learners are expected to post a minimum of five updates, five comments on admin updates, and 18 replies to peers by the end of the eight-week course (this equates to three comments a week for 6 weeks). Updates should be approximately 250-500 words and include at least one multi-media element, such as a video, link, or article, and should also include appropriate citations using APA formatting. Comments should be approximately 100-200 words and should contribute to the overall discussion of course-related concepts.
• Learners will be assessed on the number of course updates contributed to the course community, replies/engagement with peers in the course community, and the quality of the posts (to include word count, the inclusion of multimedia elements, and references to peer-reviewed literature when applicable).

2. Final Nutrition Education Program via Website/E-portfolio

The final project for this course will be to develop a nutrition education program for a target audience that addresses a nutrition-related behavior and its environmental supports. Your program will be presented in the form of a website/e-portfolio in order to both showcase and organize your work.

The purpose of this project is to create an innovative nutrition education program that demonstrates synthesis of the knowledge and skills students have cultivated throughout their program of study.

The Nutrition Education Program will include four components (outlined below) with deliverables in specific weeks of the course. Each will be assessed according to the rubrics included in the course syllabus. 

1. Program Name and Rationale
2. Mission Statement, Goals, and Objectives
3. Logic Model
4. Evaluation Plan (process)

Final Nutrition Education Program/E-portfolio Rubric

Welcome to Nutrition Education Program Design!

Unit 1 Learning Objectives:

• Identify relevant concepts from the program of study and discuss how they may be applied to Nutrition Program Design.
• Analyze the frameworks used in program design.

This week (Unit 1) is an introduction to nutrition education program planning and its fundamental concepts. Over the next 7 weeks, we will explore the steps involved in planning and evaluating a nutrition education program to help you develop a program of your own. You will showcase your work by developing and posting select documents in an e-portfolio that you will create via EdSpace. EdSpace is a free WordPress site made available by the University. You will need to request your personal EdSpace site by the end of the first week of the course.

Request Your EdSpace Site:

• To request your site, please send a message from your University email address with your request to edspace@american.edu. You are encouraged to request your site as soon as possible to give you ample time to get familiar with the tool.
• In your email request, please include 1) your name and 2) your requested site name. Your site name will appear at the end of your site's URL, e.g. http://edspace.american.edu/yoursitenamehere.
• Once the office has that information, they can create your site. You’ll receive an email once the site is ready, which will include login information.
• EdSpace is a multisite WordPress installation managed by the Center for Teaching, Research and Learning at the University. All students can use this platform to create their own online spaces for free.
• There are FAQ’s on how to begin setting up and designing your site at <http://edspace.american.edu/> .

Unit 1:

There are a variety of models available to help guide nutrition educators in the nutrition education program planning process. Review the ​​models described in the Community Toolbox (n.d.) and through the Centers for Disease Control (n.d.) found in the links below, and post a comment:

Community Toolbox: Models/Frameworks for Health Promotion Program Planning 

CDC: Models/Frameworks for Health Promotion Program Planning

Comment: All nutrition education programs begin by identifying a need or gap that needs to be addressed in a priority population. As you think about a population or nutrition-related issue that you are most interested in addressing, respond to the following questions by posting your replies to the course community.  

1. Identify the nutrition-related need or gap in your community or in a population of interest.
2. What needs to change? Describe the nutrition-related issue you hope to address and how you came to this conclusion. Consider nutrition-related behaviors as well as environmental issues. 
3. Describe your specific target audience, e.g. moms, teens, healthcare workers.
4. Where is the change needed? Describe the socio-cultural environment and/or context of the audience you have identified, i.e the setting where your program would take place. 
5. Using the social-ecological model as a framework, what levels of influence do you plan to target? Remember that there are a variety of determinants/factors that influence behavior change. Also, change is more likely to occur when multiple levels of influence are targeted. 
6. Why do you want to work with this particular audience?

​Post an Update: Select one program planning model or framework to describe in more detail and find one example of the model in action. Describe some of the pros and cons of the model, and how or when you believe the model selected may be most beneficial. Post your review to the course community. Check back to review what your peers have posted, and comment on at least three other posts.

Unit 2 Learning Objectives:

• Discuss the role and timing of assessment and evaluation in program design.
• Discuss levels of measurement used in evaluation instruments.
• Develop outcomes for a logic model and explain the steps involved in the process.

Welcome to Week 2 of Nutrition Program Design! You may be familiar with the phrase, "begin with the end in mind". In other words, you have to know your final destination in order to figure out the best way to get there. This week, we'll discuss the importance of program evaluation and why it's necessary to consider evaluation early on in the program planning process. We'll also discuss the value of the logic model and its role in the program design process.

First, watch the following video on how to build a logic model.

Next, review the following information on logic models and their purpose in the health and nutrition education program development process, and post a comment below:

Community Toolbox, Section 1: Developing a Logic Model or Theory of Change

University of Wisconsin-Madison: Logic Models

Kellogg Foundation Logic Model [pdf] 

Read Chapters 1-2

Comment: In your own words, describe 1) the purpose of creating a logic model as well as the 2) major components of a logic model. What were the top five big ideas you took away from your review of logic models in the readings/video above? 

Post an Update: Find and read a peer-reviewed journal article (published within the last five years) that describes a nutrition education program and the outcomes as a result of the program. In your update, briefly describe the program and its target audience, then describe the approach used to measure the outcomes, what instruments were used, the timeframe, and other details around the evaluation. This information is often described in the methods sections of the article. Check back to review what your peers have posted, and comment on at least three other posts.

Unit 3 Learning Objectives:

• Discuss the characteristics of a strong mission statement.
• Construct goal statements to support a program’s mission.
• Evaluate a peer’s work against a rubric and provide feedback that is both positive and constructive.
• Decide how to best integrate peer feedback into work to improve the alignment with assignment standards.

• Build a case to support the implementation of your program plan through a written rationale.

Welcome to Week 3 of Nutrition Program Design. The phrase "begin with the end in mind" continues to hold meaning for us this week as we explore the role of mission statements, goals, and objectives in program design. We will discuss how these elements provide purpose, focus, and clarity in the planning and evaluation processes. 

First, review the following document on creating a mission statement. While this activity is geared towards groups, the information is valuable as you begin to brainstorm the components of your program's mission. 

Additional information on creating a mission statement, goals, and objectives can be found in the Community Toolbox.

(Nonprofithub, n.d., p. 11)

(Nonprofithub, n.d., p. 11)

Comment: Find 3 examples of company/organization mission statements that you believe to be powerful, and share with the course community. Comment on what you think makes the selected mission statements so strong.

Post an Update: After reading the document on creating a mission statement, describe the following elements to help you craft a preliminary mission statement for your program:

1. Describe the target of your nutrition education program to include the “who?” (target audience), “what?” (nutrition-related behavior or environmental issue), “where?” (location of target audience) and “why?” (why the issue is important). Our cause
2. Next, describe your actions, or what your program will do to address the issue identified. How will your program facilitate behavior change? Our actions
3. Finally, describe the impact you want your program to have. What would change for the better as a result of your program? Our impact

Draft a preliminary mission statement in addition to 2-4 program goals. Be sure that your mission statement includes all 3 elements (cause, actions, and impact). Your goal statements should describe 1) who will be affected and 2) what will change as a result of the program. Your goal statements should also help explain how you will achieve your program's mission. Be sure to frame your goal statements with a program-focus.

Check back to review what your peers have posted, and comment on at least three other posts. Consider alternative missions based on the information provided.

Developing a Program Rationale

Now that you have had a chance to explore the foundational elements of the program design process, it's time to apply what you've learned to your own scenario.  This process begins with identifying a need or gap in a specific audience or community and proposing a "best fit" solution for your target audience (rationale).

Gaining the support of stakeholders is a critical step in the planning process. Before you can gain the support of stakeholders, you must have a strong rationale (backed by evidence) that the proposed program will benefit the target audience. To determine who your stakeholders may be, it is important to consider how your program will be funded. Be sure to frame your rationale so that it addresses the anticipated needs or concerns of your anticipated stakeholders. 

The following image outlines the structure of a strong program rationale. Use this structure as a guide to help you organize your program data for the purpose of convincing stakeholder groups to support your program development efforts. 

(McKenzie, Neiger, & Thackeray, 2017, p. 21)

Peer Review Assignment 1: Program Rationale: Imagine that you are applying for the funding needed to develop your program that will address the priority health issue you identified in Week 1. In Creator, draft a 1-2 page rationale to help support your proposed solution(s) using the structure seen in the image above. In the rationale, be sure to anticipate the potential interests and/or concerns of stakeholders and address these issues.

Your completed rationale is due for peer review by Sunday of Week 3. In turn, you will provide feedback for two classmates using the peer review evaluation rubric. Your feedback should include a rating of 1-4 for each criterion (see peer evaluation rubric) and additional written feedback for each section. Once you receive feedback on your work, decide how to best incorporate any suggested edits in preparation for instructor review in Week 5. Before starting the peer review process, be sure to review the following two (short) resources: Why Peer Review? (attachment) and Feedback and Peer Review (video). These resources will help you get the most out of the peer-review process.

Rubric for Peer Feedback

Why Peer Review?

(Akademiskt skrivande/Academic Writing, 2016).

Unit 4 Learning Objectives:

• Discuss the influence of programs and policies on behavior change.
• Discuss how research and best practices will inform the strategies that will make up your program.
• Identify theories and constructs that most closely align with select intervention strategies.
• Create a program mission statement.
• Construct program goal and objective statements using the SMART format.
• Formulate a strategy for reaching stated goals and objectives.

Once you have a clear idea of where you are headed, it's time to determine the most effective (so results can be achieved) and efficient (related to resources – people and funding) way to get there so that results can be achieved and resources are used wisely. The word intervention often refers to the planned strategies or activities used to either prevent disease or promote health among a targeted population. Interventions are most effective when they are multi-faceted, or are made up of more than one strategy or activity. This week, we will explore in detail the strategies most often used in nutrition education programs and how to determine the best match.

There are a variety of nutrition-related programs in existence whose primary aim is to improve the health and wellbeing of its audience. These programs may be the product of for-profit companies, like Weight Watchers, government agencies, like the CDC, or non-profit organizations, like Feeding America. Each of these organizations uses a variety of strategies rooted in research and theory to facilitate behavior change. What can you learn from both research or theory and existing programs, and how might this information inform the strategies you ultimately select to make up your program?

Comment: What does the research say about the best practices or best processes for addressing the nutrition-related issue you have chosen to address in your nutrition education program? How might research influence your choices? Be sure to cite your references in APA format.

Post an Update: Find an example of an existing health or nutrition education program and describe the strategies (or activities) that each program uses to facilitate behavior change. Next, describe the theory that you believe best supports the use of these strategies and why this may be important. Click here for a review on common theories of behavior change. Check back to review what your peers have posted, and comment on at least three other posts. 

Peer Review Assignment 1: Program Rationale > Peer Feedback due to two peers by Sunday of Week 4

Mission, Goals, Objectives, and Logic Model

As you begin to solidify the strategies or interventions that will make up your program, it's time to finalize your program's mission, goals, and objectives as well as the logic model for your program. Consider the feedback you received in the discussion last week on your mission statement and goals. Continue to refine these statements to help define the core elements of your program.

Remember that your mission statement should describe the "why" for your program. Your goal statements should describe the "how" for your mission. Your objective statements should describe the "how" for your program goals.

As we have already discussed, it is important to "begin with the end in mind". As such, the logic model serves as a road map to help stakeholders understand what you hope to accomplish through program efforts, and how you plan to get there. It may be helpful to review the logic model shown below to help you finalize your own logic model.

(Wikimedia, 2017)

When you look at your program's mission, goals, and objectives alongside your logic model, the two should align. More specifically, check to make sure 1) your program objectives align with your program activities and short term outcome statements in your logic model (which may reflect determinants of health), 2) your program goals align with either the short term or intermediate-term outcomes in your logic model (which may reflect determinants of health or health behaviors), and 2) your mission statement aligns with the long term outcomes in your logic model (which may reflect health outcomes).

(Trietiak, 2020)

Mission, Goals, Objectives, and Logic Model Assessment Criteria

Peer Review Assignment 2: Mission, Goals, Objectives, and Logic Model: In Creator, draft your program's mission statement, at 2-5 program goals, and 5-7 program objectives. Review the grading criteria in the document above for details. Your completed draft is due for peer review by Sunday of Week 4.

Unit 5 Learning Objectives:

• Discuss the impact of program funding on participation.
• Identify pitfalls and how these will be addressed during the program implementation.

Welcome to Week 5! The planning process is certainly a strategic one, and as a result, takes much time and effort. The good news is that the planning process often makes the implementation process that much smoother! This week we'll discuss a host of factors to consider before a program is launched to provide for the greatest chances of success and to achieve the intended outcomes of the program. Examples include resource allocation, marketing, and avoiding pitfalls.

Review the following resources related to program implementation. As you review the resources, think about what you will need to consider in your own program planning efforts.

1. Program Funding Strategies
2. Lynda.com video: Build a project schedule and Develop a project budget

*In order to view the lynda.com videos, you must log in to lynda.com with your University email credentials.

Sample Worksite Health Program Budget

Comment: After reading the section on program funding options, compare and contrast the following strategies for program funding: participant fees, cost-sharing, and organizational sponsorship. Are there scenarios or environments in which one method may be more desirable than another? Be sure to provide an example and rationale to support your ideas. Are there pros and cons to charging participant fees? Sliding scale fees? What funding strategy would you anticipate using for your own program? Be sure to explain why the option you selected would be the best fit.

Peer Review Assignment 1: Program Rationale: Choose how to best incorporate the feedback you received from your peers. Make any final edits, and submit your final draft for Instructor review by Sunday of Week 5.

Peer Review Assignment 2: Mission, Goals, Objectives, and Logic Model: Peer Feedback due to two peers by Sunday of Week 5.

Unit 6 Learning Objectives

• Articulate at least one process evaluation question for each of the following metrics: program reach, program fidelity, program management, and implementation fidelity.
• Construct a process evaluation plan for a nutrition education program.

Up to this moment, you have spent the previous weeks learning about the program planning process. Now it is time to turn our attention to the evaluation process, This is the final step in program planning. Although evaluation is discussed in more detail at the end of the course, it is addressed at the beginning of the planning process. Program planners must know how they will evaluate the program PRIOR to the start of the program.

This week we will begin with an overview of evaluation; connecting the discussion to previous evaluation activities (Logic model) and we will focus on process evaluation. Process evaluation answers the following types of questions:

• How many people attended your program?
• What feedback did participants provide about their experience in the program?

We will discuss how it is used and what the potential targets are. You will also develop your own process evaluation plan.

Review the following section in the Community Toolbox on A Framework for Program Evaluation

Next, read the article on how to create a process evaluation, and post an update. 

Developing a Process-Evaluation Plan for Assessing Health Promotion Program Implementation: A How-To Guide

Comment:  Throughout your program of studies, you have examined the importance of evaluation. At this stage in the program design process, it is also important to recognize the similarities and differences between research and evaluation. Drawing from your previous work in this program, what evaluation strategies have you been exposed to? Why are they important? How have the results of the evaluation been used?

Next, think about the research articles you read in HLTH 645 Nutrition for Health or HLTH 625 Nutritional Epidemiology. In this class, you are deepening your knowledge of program evaluation. Identify at least two similarities and two differences between research and evaluation.

Post an Update: After reading the Saunders et al article on creating a process evaluation plan, provide a brief overview of how you will define "complete and acceptable delivery" of your program (as described by the authors). Next, create a list of potential process evaluation questions and identify the category each question is intended to address, i.e. reach, dose delivered, dose received, etc. Post your update to the course community. 

Check back to review what your peers have posted, and comment on at least three other posts. Are there areas that need clarification? Consider offering alternative evaluation questions based on the information they have provided.

Peer Review Assignment 2: Mission, Goals, Objectives, and Logic Model: Final draft due by Sunday of Week 6 for instructor review. Your instructor will provide additional feedback on your work so that you may edit in preparation for your final project.

Unit 7 Learning Objectives:

• Create a process evaluation plan for a multi-faceted nutrition education program.

This week, you will have the opportunity to finalize all work needed for your final Nutrition Education Program and e-portfolio. 

Developing a Process Evaluation Plan

As you may recall from your resources last week, the article titled "Developing a Process-Evaluation Plan for Assessing Health Promotion Program Implementation: A How-To Guide, by Saunders et al, describes a five-step process to developing a process evaluation. After reading the article, please review and complete the Process Evaluation Worksheet, which can be a helpful tool in developing a process evaluation plan. Be sure to consider the informal feedback you received in your update from Unit 6. 

Process Evaluation Worksheet

(Young & Sharp, 2016)

Unit 8 Learning Objectives:

• Create a multi-faceted nutrition education program grounded in theory targeting multiple levels of influence.
• Summarize key ideas from course content that may apply to future work.

This is the final unit in the course where you will have the opportunity to demonstrate what you have learned over the last 7 weeks. This week you will reflect on course content and will also submit your final nutrition education project. This project is intended to serve as an e-portfolio of your work to showcase a thoughtfully and strategically designed nutrition education program.

Comment: Briefly reflect on the course content and what you have learned regarding program design. As you reflect on the course content, what did you find most challenging? What was most surprising? How might you use the information from this course personally and/or professionally moving forward?

Required Update: Next, share the link to your program website/e-portfolio in the course community. Be sure to check back to see what your peers have created. Be sure to comment on the posts of at least 2 other peers. Your final website/e-portfolio is due by Sunday of Week 8. Refer to the Final Nutrition Education Program Grading Rubric for evaluation criteria.

Final Project: Nutrition Education Program Evaluation Criteria

Introduction

The final project for this course will be to develop a nutrition education program for a target audience that addresses a nutrition-related behavior and its environmental supports. Your program will be presented in the form of a website/e-portfolio in order to both showcase and organize your work.

The purpose of this project is to create an innovative nutrition education program that demonstrates a synthesis of the knowledge and skills you have cultivated throughout your program of study.

The Nutrition Education Program will include four components with deliverables in specific weeks of the course. Each will be assessed according to the rubrics included in the course syllabus.

Final Project

The final project involves the creation of a website (via EdSpace) that will serve as an e-portfolio of your work. Your website/e-portfolio will not only be a place for you to organize and archive your program development work but will also serve as a medium to share your work with potential employers.

Request your EdSpace Site 

In week one of the course, you will request an EdSpace site by following the instructions outlined in the activity link embedded within the course. For ease of access, the instructions are also outlined below:

To request your site, please send a message from your university email address with your request to edspace@american.edu. You are encouraged to request your site as soon as possible to give you ample time to get familiar with the tool.

In your email request, please include 1) your name and 2) your requested site name. Your site name will appear at the end of your site's URL, e.g. http://edspace.american.edu/yoursitenamehere. Once the office has that information, they can create your site. You’ll receive an email once the site is ready, which will include login information.

There are FAQ’s on how to begin setting up and designing your site at <http://edspace.american.edu/> .

Designing Your EdSpace Site

Once you have received confirmation that your site is ready, you will have several design options to choose from. It is strongly encouraged to review the sample sites found here http://edspace.american.edu/. Once you have found a design that is a good fit, you can begin to organize the structure of your site.

Your final website/e-portfolio should include the following items:

1. Program Name and Rationale
2. Mission Statement, Goals, and Objectives
3. Logic Model
4. Evaluation Plan (process)

Each of these elements is described in greater detail below.

Program Name and Rationale

Gaining the support of stakeholders is a critical step in the planning process. Before you can gain the support of stakeholders, you must develop a sound rationale (backed by evidence) that the proposed program will benefit the target audience. In Week 3, you will submit a completed draft of your initial program rationale for peer review, and you will, in turn, do the same. The peer-review process is designed to help you analyze the components of a rationale and identify the most effective ways to “sell” your ideas. In addition, the peer-review process is intended to build community through collaboration and to help students strengthen their writing overall. The final version is due in Week 4 for instructor review. You will still have the opportunity to make additional edits before adding it to your website/e-portfolio in Week 8.

Program Mission Statement, Goals, and Objectives

Establishing your program's mission is a critical part of the planning and design process. The mission statement serves as your program's anchor and can help inform the decisions you make moving forward. The addition of goals and objectives further describes how you plan on achieving your mission. In week 3, you’ll have the opportunity to brainstorm some ideas for how to frame your program’s mission statement and goals and get some informal feedback from your classmates in the Week 3 Discussion. Because your mission, goals, and objectives go hand-in-hand with the logic model, you will submit all 3 components for instructor review in Week 5.

Logic Model

A logic model is a tool used in program design that serves as a roadmap for the program. The phrase "program design" refers to 3 processes: planning, implementation, and evaluation. Each process is strategic in nature and the processes are typically interrelated. Logic models can help a program planner get a handle on the scope of the program and all of its contributing parts. It also shows the connection between the three main components of a program: inputs (resources), outputs (activities), and outcomes (effects). You will be introduced to the concept of logic models in Week 2. Because your logic model is closely related to your mission statement, goals, and objectives, your completed logic model is due in Week 5.

Process Evaluation Plan

Evaluation is an important part of the program design process, as this is how you will measure many elements of program success. As a program planner, process evaluation is also the form of evaluation you are most likely to encounter and will be asked to conduct. In Week 6, you will begin developing a Process Evaluation Plan which will be submitted for instructor review in Week 7.

Website/E-portfolio

Your final project is due in the form of a website/e-portfolio that you started working on in Week 1 of the course. Your personal/program site is where you will compile all of your program artifacts and submit in Week 8. Additionally, you will have the opportunity to share your creation and lessons learned with your classmates and view what others have created in the Week 8 Discussion/Exchange. Refer to the assignment rubric for grading criteria.

Final Nutrition Education Program + E-portfolio Evaluation Rubric

Designing a Nutrition Education Program:
Selecting Your Program Strategies/Interventions

As you may recall from Nutrition Education Methods, most nutrition education programs will aim to meet all three nutrition education components: 1) increase awareness and motivation to change, 2) facilitate behavior change and 3) promote environmental supports.

Health and nutrition education programs are most effective when they employ multiple strategies or approaches and target various levels of influence. Your task is to develop a nutrition education program that fills a need or gap for an audience of your choosing. Your program should be strategically planned, and the interventions (or strategies) you select should be supported by best practices, processes, or experiences and supported by research. In your program development, be sure to consider the social-ecological model in addition to the various theories of behavior change that have been integrated into many courses throughout the program of study.

You may find it helpful to consider the following questions as you develop your program:

• What behaviors will you target? How might you encourage those behaviors?
• What changes will be necessary to increase protections and address risks?
• What kind of prevention will you most likely have to be aware of given a particular problem (i.e., primary, secondary, tertiary)?
• How will your program facilitate the changes suggested?
• What environmental or policy elements are needed to support change?
• Program Strategies/Interventions

Nutrition education will be the primary strategy used in your program (strategy 1). This may occur in traditional group sessions or using health communication strategies, like social marketing.

Next, you’ll select two additional strategies beyond the nutrition education component to help round out your program.  Of the three total strategies employed, two strategies must be different. One of the strategies you select should address environmental supports.

Potential Strategies/Intervention Categories

• Health Communication
• Health-related community service
• Community Mobilization
• Other: Behavior modification
• Other: Social Activities
• Other: Incentives/Disincentives
• Other: Behavioral Economics
• Health Policy/Enforcement Strategies
• Environmental Change Strategies
• Other Strategies: Organizational/Cultural Activities

NOTE: If part of your plan is to address nutrition education with multiple audiences, i.e. preschool students and teachers or middle school students and parents, this will count as two strategies. In this case, you will need to select one additional strategy that addresses environmental supports.

Strategy 1 Nutrition Education

Strategy 2 _________­­­­­________­

Strategy 3 _________________

Once you have identified the strategies that will make up your program, this will serve as the foundation of the section titled “complete and acceptable delivery” for your Process Evaluation Plan (Week 6-7). Be sure to consider the theory, best practices, or best processes (by reviewing the literature as well as similar, pre-existing programs) and describe how this information informed your choices. This assignment will be due in Week 7 as a part of your Process Evaluation Plan.