NUTR102 - Culinary Nutrition Science

Year

Credit points

Campus offering

Prerequisites

Unit rationale, description and aim

In order to communicate food and nutrition concepts effectively, nutrition scientists must understand how food is transformed from its raw state to the multitude of formats available for consumers. This unit will support students to acquire knowledge about the origins and composition of food and how composition is affected by culinary processes in the home, foodservice or commercial cooking environments. Development of food preparation and cooking skills will enable students to understand how food is produced in commercial cooking environments. This unit aims to assist students develop a basis from which to build deep knowledge and skills in food identification, nutrient composition, preparation and cooking as a foundation for further learning in nutrition science. A Food Handler's certification is included in this unit.

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

On successful completion of this unit, students should be able to:

LO1 - categorise common agricultural commodities, including livestock, aquaculture and horticulture according to their contribution to local and global dietary intakes (GA5) 

LO2 - assess the effects of primary production, storage, preparation, cooking on the nutrient composition of food (GA4, GA5) 

LO3 - identify, prepare and present a range of foods using appropriate preparation and cooking techniques (GA5, GA7, GA9) 

LO4 - demonstrate ability to work efficiently and safely in a commercial kitchen environment (GA5, GA7) 

Graduate attributes

GA4 - think critically and reflectively 

GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession 

GA7 - work both autonomously and collaboratively 

GA9 - demonstrate effective communication in oral and written English language and visual media 

Content

Topics will include: 

• Food commodities and their production 
• Nutritive and non-nutritive components of commodities 
• Local and global food consumption 
• Introduction to nutrient composition of foods and recipes 
• Calculating nutrient composition of foods and recipes (Australian Food Composition Database, FoodWorks™, Laboratory Nutrition Analysis) 
• Basic sensory analysis 
• Basic food identification 
• Basic food preparation and cooking techniques 

Learning and teaching strategy and rationale

The learning and teaching strategy adopted aligns with the sequencing of the learning outcomes and consists of  

three phases that are designed to provide students with an integrated learning experience. The unit is underpinned with approaches designed to support acquisition of knowledge needed to develop a deep understanding of key concepts related to culinary nutrition science: food commodities, food production methods and effects of food production on the nutrient composition of food. The approaches used to facilitate students’ deep understanding of culinary nutrition science include face-face lectures, tutorials and readings. Activities to inform and support skill development related to commercial food preparation and production follows this theoretical understanding. These activities will take the form of practical classes delivered by qualified chef instructors in a commercial/teaching cooking environment. Overall, the approaches used in this unit have a constructively aligned developmental sequence designed to progressively and logically support students learning in ways that maximise the perceived (and actual) relevance and value of each stage. As an overarching strategy, this is expected to engender high levels of engagement, efficiency and effectiveness in students’ study behaviours, and to maximise their learning achievements. This strategy and approaches will allow students to meet the aim, learning outcomes and graduate attributes of the unit. Learning and teaching approaches will reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to participate actively in learning activities.  

Assessment strategy and rationale

In this unit, three assessment tasks are planned to progressively support students learning in alignment with the learning and teaching strategy. The first, involves on online test (mixed MCQ and short answer questions) within semester which will allow students to demonstrate achievement of learning outcomes 1 and 2 and theory related to learning outcome 3. In addition to this summative online test, formative online tests will allow students to assess their progress in the unit as they proceed through the content. These formative online tests allow students to engage in no-impact assessment with feedback, and to assist them to stay up-to-date with the unit content. Second, students will complete a practical manual which will provide an opportunity for students to demonstrate how they have linked tehri understanding of the theory of culinary nutrition science with practical application. Finally, students will undertake a practical exam in order to extend their learning and demonstrate integration of culinary nutrition science knowledge and skill related to learning outcomes 2, 3 and 4, in preparation for further studies in nutrition science. The assessment tasks will allow unit coordinators to assess students’ demonstration of the learning outcomes and attainment of graduate attributes. 

Overview of assessments

Representative texts and references

Berners-Lee, M. Kennelly, C. Watson, R. Heweitt, C. N. (2018). Current global food production is sufficient to meet human nutritional needs in 2050 provided there is radical societal adaptation. Elem Sci Anth, 6:52

Croxford, S. & Stirling , E. (2017). Understanding the Science of Food. Crow’s Nest: Allen & Unwin 

EuroFIR resources:  

EuroFIR. (2019). Transforming quality food data into tools and products. Retrieved from http://www.eurofir.org/food-information/ 

EuroFIR. (2015). EuroFIR Recipe Guideline.

Food and Agriculture Organization (FAO) resources:  

FAO. (2019). Commodities which are aggregated or standardized to their primary equivalent in commodity balances demand and food balance sheets. Retrieved from http://www.fao.org/economic/the-statistics-division-ess/publications-studies/publications/list-of-commodities/commodities-which-are-aggregated-or-standardized-to-their-primary-equivalent-in-commodity-balances-demand-and-food-balance-sheets/en/  

FAO. (2019). Global agriculture towards 2050. Retrieved from  http://www.fao.org/fileadmin/templates/wsfs/docs/Issues_papers/HLEF2050_Global_Agriculture.pdf  

Food Standards Australia and New Zealand (FSANZ). (2019). Food Nutrient Database. Retrieved from  http://www.foodstandards.gov.au/science/monitoringnutrients/ausnut/foodnutrient/Pages/default.aspx  

Linehan, V, et al. (2013). Global food production and prices to 2050: scenario analysis under policy assumptions. Presented at the 43rd ABARES Outlook Conference, Canberra, Australia.

Machackova, M., Giertlova, A. Proubska, J., Rose, M., Ramos, C. & Ginglas, P. (2018).  EuroFIR Guideline on calculation of nutrient content of foods for food business operators. Food Chemistry, 238, 35-41,   

Mandatory Menu Board Labelling Schemes (state based). Victoria  https://www2.health.vic.gov.au/public-health/food-safety/food-safety-laws-local-government-and-auditors/food-safety-laws-and-regulations/kilojoule-labelling-scheme/businesses-kilojoule-labelling  

Smith, N.W. (2016). Food and Agriculture Management and Trade. Reference Module in Food Sciences. https://doi.org/10.1016/B978-0-08-100596-5.03427-2   

United States Department of Agriculture. (2019). USDA Food Composition Databases.