Teaching and Supervision
Dr Rajshri Roy teaches and supervises students across undergraduate and postgraduate courses.
Describe your approach to teaching
''I aim to spark student enthusiasm, provide motivation and a strong foundation for future learning. My goal is to create an interactive classroom environment in which students enjoy learning by freely sharing their understanding, ideas and questions.
My past experiences as a student have influenced my teaching. My psychology professor always sparked curiosity in her students by engaging us in experiential learning—building knowledge by doing. She made us invested in the conversation and we retained far more than we did when simply told something in a lecture. I have been influenced by her style of exploring the theory and looking for mediums that would appeal to the many different learning styles in a class through simulations, role plays, project-based learning (PBL), or any other immersive educational experience.
According to David Kolb, a typical experiential learning cycle consists of four stages: action, reflection, conceptualization, and application and not a didactic experience. Emotion gives us long term memory and therefore assume that if students are enjoying themselves, they will retain the information presented. I value listening, interacting and helping students turn ideas into practice through engagement. The signature pedagogy for the nutrition discipline is PBL. This helps with long-term recall, clinical reasoning, and self-directed learning. My teaching conforms to this pedagogy; for example, PBL helps my students solidify the link between classroom learning and clinical practice. It promotes higher order and critical thinking skills. The experience, or action, serves to anchor students in a common context that they can then reflect on together. During or after the reflection phase, I help students identify and name their observations as specific knowledge or skills. In the last phase, students apply what they’ve learned to new contexts.
I view my students as the most integral part of the teaching and learning process. I seek to foster in students a passion for learning and an aptitude for turning theory into practice. I work with my students by listening to, learning from and understanding their learning styles. I ensure that students—not me, the teacher—do the intellectual heavy-lifting of extracting meaning from experience.''
DIETETIC 708 : Professional Skills 2
This course integrates professional communication, organisation and management skills that will enable students to work effectively as dietitians.
FOODSCI 200 : Food Composition and Nutrition
This course presents the scientific study of food and nutrition.
POPLHLTH 206 : Life Cycle Nutrition
This course provides students with a general background and introduction to the study of public health nutrition including an introduction to the nutrients, major nutritional issues across the lifecycle and the influence of the food environment.
POPLHLTH 306 : Health Promotion 2
This course introduces health promotion from a political and global perspective.
MEDSCI 101G: Environmental Threats to Human Health
This course considers health impacts of climate change, pollution, lifestyle choices, poverty and affluence, workplace hazards, emerging infectious diseases, and dangers affecting cancer risk.
POPLHLTH 765: Nutrition Interventions in Public Health
The purpose of POPLHLTH 765 is to identify issues and inequities in population nutrition, examine broader influences on population diets, and learn how to develop and assess population nutrition interventions which address these aspects.
MEDSCI 709: Nutrition in Health and Disease
This course provides students with the theoretical knowledge and skills to evaluate and disseminate evidence-based
research on the role of nutrition in health and disease, with a focus on health at each stage of life and common non-communicable diseases.
DIETETIC 707: Professional Skills 1
This course develops professional skills including analytical, communication, counselling, food service and leadership skills that will enable students to work effectively as dietitians.
DIETETIC 709A/B : Professional Skills 3
This course advances effective communication skills to optimise nutrition, health, well-being for individuals and communities. Integrates and appraises the dietetic process as it applies to clinical and dietetic practice.
DIETETIC 793A/B: Thesis
Master's of Nutrition and Dietetics Thesis supervision.
Describe your most influential contribution to supervision
''My most influential contributions to clinical supervision in student-lead nutrition and dietetic clinics have been the following:
I have established a structure of supervision (formalised and informal feedback) with an interactive learning approach and constant communication. In 2017, I supervised a student in clinic who was dealing with with significant anxiety about being in a clinic setting and was struggling to meet her clinical competencies. Using regular communication and feedback, I helped the student understand their support options at UOA, and we developed strategies that helped them cope with fear and overwhelm while providing the best possible experience for the student, their patients, and other students. Going forward, I include a student preparation session prior to the students starting clinics and send de-identified client referral details to the students before-hand to make sure students have a chance to prepare for the clients they will see 2-3 days in advance.
To demonstrate that a supervisory intervention has a direct effect on the patient/client, I have been conducting research within the student-lead nutrition and dietetic clinics. The results of this ongoing study are being used to evaluate the performance of students and to determine how effective supervision in student lead clinics are in preparing students and how clinic supervision needs to be improved.
I have been appointed the Public Health Domain Leader since 2019 as an expert in the area of public health nutrition and dietetics to oversee the supervision of students on public health placements.''
Jessica Malloy (PhD), Primary Supervisor – "Health Promotion for Young Adults using Youth Codesign of a Social Media Program’’
Xingbo Li (PhD), Primary Supervisor – "How Do They Eat? An Ethnographic Study of Student Eating Behaviour in a Chinese university compared to a New Zealand university.’’
Anna Worthington (PhD) Secondary Supervisor – "Incorporating end-user centric approaches to the design, implementation, and evaluation of nutrition interventions.’’
Dietetic 793 MSC, 2022 - ''Promoting Healthier Food Portions with the Application of Augmented Reality (AR)''
Dietetic 793 MSC, 2022 - ''Mapping the Effects of Social and Economic Factors on Chronic Diseases –A Comparative Analysis of New Zealand and Australia''
Dietetic 793 MSC, 2022 - "How Do They Eat? An Ethnographic Study of Student Eating Behaviour in a New Zealand university''
Dietetic 793 MSC, 2021 – "Is it possible to enhance the confidence of student dietitians prior to clinical placements? A design-based research."
Dietetic 793 MSC, 2021 - "Habitual dietary patterns, nutrient intake, and selection of Mediterranean-style food items among New Zealanders (NZ MED)."
Dietetic 793 MSC, 2021 – "Content validity, face validity and internal consistency of the Healthy Lunch Scoring Tool"
Dietetic 793 MSC, 2021 – "The Intersection of Tech and Nutrition: A Cross-Sectional Analysis of Uber Eats"
Dietetic 793 MSC, 2021 – "Efficacy of Student-led dietetic clinics: Evaluation of client satisfaction and nutritional outcomes.’’
Dietetic 793 MSC, 2019 – "Allergy Management in a University Foodservice Setting’’
Dietetic 793 MSC, 2019 – “Patient Satisfaction and Outcomes in a Student-Led Dietetic Clinic - A Pilot Study’’