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Teaching and Supervision

Dr Rajshri Roy teaches and supervises students across undergraduate and postgraduate courses.

Teaching Philosophy

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. 

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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.''

Teaching Pedagogy

''My teaching philosophy aims to create an interactive classroom in which students enjoy learning by sharing their understanding and ideas. I considered ways to innovate pedagogy and use digital tools as I believe that students should learn to work in teams to disseminate science to general public through creativity.

 

When I first started as a lecturer, traditional assignment, in one course I were to teach, involved students following a fad diet individually and analysing their own intake using a nutrition analysis software. They wrote a magazine expert- opinion article aimed at the general public and an essay about their experiences on the diet.

 

My aim was to transition my assignment from static learning to dynamic learning in accordance with my teaching philosophy. I wanted the students to:

  • Communicate evidence-based messages appropriately and responsibly utilising media and social media.

  • Apply principles of team leadership, teamwork dynamics and group processes to support the collaborative practice.

 

I tried to achieve this by redesigning the assignment and getting students interacting with digital content. In the re- designed assignment, students are assigned to teams, follow a fad diet, develop a nutritionally adequate recipe, analyse the recipe and create a nutrition information panel. They present the recipe in an infographic, create an instructional cooking video, and record a podcast expert-discussion with their team reflecting on their experiences of following the diet.

 

To find out whether this worked, I added a peer/assessment review component, where students review their team member contributions, each team’s creative content and an open-ended question asks ‘’what did you like about this assignment? What modifications should be considered?’’ The best creative contents also have the opportunity to be showcased on various social media channels and audience engagement has been measured.

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The course I direct,  follows the flipped classroom model and focuses on out of class time and effort on lower learning such as acquisition of basic knowledge and in-class time and effort on higher level learning such as applying, analysing, evaluating, creating. Students read supporting materials, watched videos, or recorded lectures, took notes, completed study guides, or completed quizzes as pre-readings before class. In class, students work through case studies applying concepts they learn in pre-readings, evaluated nutrition interventions, analyse, or compare strategies or approaches and create summaries, written materials, presentations and infographics in groups tutorials and workshops. Teaching style in my course is student-centred and active for both students and lecturers.''

TEACHING

Current Teaching

 

Unit Coordinator                NTDT5608 Community and Public Health Nutrition (6 credit points); This unit of study introduces students to the concepts and principles underlying, and issues associated with, nutrition in community and public health contexts. It covers the principles of health promotion and teaches the students how to plan, implement and evaluate nutrition promotion strategies. My teaching focus in this course includes the principles of food systems and health promotion using the socio-ecological model, social determinants of health framework and the nutrition care process as pertaining to public health.

 

Placement Coordinator    NTDT5612 Dietetics Training Placement (24 credit points); Community and Public Health Nutrition (CPHN) placement coordinator within the MSc Nutrition and Dietetics programme. Liaise with professional stakeholders in the development and sourcing of student placements in health promotion based on the socioecological model within public health, community, and industry.

 

Unit Coordinator                OLET1616 The Science of Health and Wellbeing (2 credit points); This Open Learning Environment unit of study is designed to increase students' knowledge and skills regarding personal and community health and wellbeing. In this unit of study, students will learn about the latest health research and scientific evidence across the key domains of wellbeing: nutrition; physical activity; sleep; mental wellbeing; alcohol and other drugs.

 

Lecturer                                           NTDT5604 Dietetics Professional Studies (6 credit points); my lecture(s) focus on nutritional health promotion using social media from a political and global perspective using the socioecological model. I also coordinate and examine an assessment on communicating to lay audience using media and social media for this unit.

 

Lecturer                              NURS3008: Community Health Nursing (6 credit points); my lecture focuses on foundational nutrition content aligned with holistic assessment, health promotion, and disease prevention, emphasizing multidisciplinary collaboration.

 

Lecturer                              FMHU2001: Myth Busting Food and Health (6 credit points); I deliver a 2-hour lecture on fasting, exploring its physiological, health, and cultural implications within public health and clinical contexts. I deliver a 2-hour lecture on supplements, the need for their usage, health impacts, and proven benefits.

 

Research Supervisor        NTDT5310 Nutrition Research Project (24 credit points); University of Sydney Nutrition and Dietetics Research Project supervision.

 

Research Supervisor        DIETETIC 793 A/B Thesis (90 credit points); University of Auckland Nutrition and Dietetics Research Thesis supervision

 

Previous Teaching

 

Unit Coordinator                            DIETETIC 708 Professional Skills 2; this course progresses the knowledge and skills required to develop competency in the nutrition and dietetic care process and introduces the principles of food service management. My teaching focus in this course includes behaviour change theories particularly motivational interviewing and intervention mapping – theory and evidence-based health promotion program planning.

 

Placement Coordinator    Public health nutrition domain leader within the MSc Nutrition and Dietetics programme. Liaise with professional stakeholders in the development and sourcing of student placements in health promotion based on the socioecological model within public health, community, and industry.

 

Unit Coordinator                DIETETIC 710 Research Methods in Human Nutrition; my teaching focus in this course includes providing a comprehensive understanding of qualitative and mixed-methods research design, data collection, analysis, and interpretation through interactive lectures, discussions, and practical exercises.

 

Lecturer                                           DIETETIC 707 Professional Skills 1; my teaching focus in this course includes the principles of food systems and health promotion using the socio-ecological model, social determinants of health framework and the nutrition care process as pertaining to public health.

 

Lecturer                              POPHLTH 765 Nutrition Interventions in Public Health; my lecture(s) focus on issues and inequities in population nutrition, broader influences on population diets, and how to develop and assess population nutrition interventions that address these aspects.

 

Lecturer                              MEDSCI 709 Nutrition in Health and Disease; my lecture(s) focus on theoretical knowledge and skills to evaluate and disseminate evidence-based research on the role of food environments in health and disease and the epidemiological, clinical, and biochemical/physiological aspects of cardiovascular diseases.

 

Lecturer                              FOODSCI 200 Food Composition and Nutrition; my lecture(s) focus on an introduction to food and nutrition science to undergraduate nutrition students.

 

Lecturer                              POPHLTH 206 Life Cycle Nutrition; my lecture(s) focus on background and introduction to studying public health nutrition, particularly the influence of the food environment.

 

Lecturer                              POPHLTH 306 Health Promotion 2; my lecture(s) focus on nutritional health promotion using food environment interventions from a political and global perspective using the socioecological model. 

 

Lecturer                              MEDSCI 101G Environmental Threats to Human Health; my lecture(s) focus on the health impacts of diet and lifestyle behaviours on chronic disease risk.

 

Lecturer                              PHARMACY 311 Pharmacy 2; my teaching focus in this course includes a lecture and a workshop within the cardiovascular and nutrition module for pharmacy students.

 

Clinical Supervisor            DIETETIC 709 Professional Skills 3; I supervise students in clinics on the dietetic process as it applies to clinical and dietetic practice, such as effective consultation skills using motivational interviewing to optimise nutrition, health, and well-being for individuals.

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Research Supervisor        DIETETIC 793 A/B Thesis; Nutrition and Dietetics Research Thesis supervision.

Clinical Supervision

Describe your most influential contribution to supervision

''I supervise students in clinics (DIETETIC 709 Professional Skills 3) on the dietetic process as it applies to clinical and dietetic practice, such as effective consultation skills using motivational interviewing to optimise nutrition, health, well-being for individuals. 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.

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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.''

Research Supervision

PhD theses (primary supervision)

Current (n=3)

2019-2024         Xingbo Li “The food environment and student dietary behaviour determinants in an urban Chinese university: implication for healthy eating”

 

Outcomes:         Completed; 2 first author publications, 4 international conference abstract presentations, 1 research/prize funding.

 

2021-2025         Jessica Ann Malloy (primary supervisor for additional role Research Associate, Level A) “The Intersection of Technology & Nutrition: Utilising collaborative methodologies in the development of a social media health promotion intervention for young women.”

 

Outcomes:         Under examination; 6 first author publications, 3 international conference presentations.

 

PhD theses (co-supervision)

Completions (n=1)

2021-2025         Anna Worthington, “Successful Design, Implementation and Evaluation of Nutrition Intervention Research”

 

Outcomes:         Under examination; Funded by a competitive High-Value Nutrition (HVN) National Science Challenges, 4 first author publications, 4 national/3 international conference presentations.

 

Master of Health Sciences Research 90-point thesis (primary supervision)

Completions (n=17)

  1. Samantha Fung, 2024 – Eating Well for Likes – A study on social influence in healthy eating; Thesis

  2. Hugo Kazenbroot-Phillips, 2024 – The Influence of Social Media on The Eating Patterns of Young Women; Thesis. (Published in Q1 journal, DOI: 10.3390/nu16203517)

  3. Oona Palmer, 2024 – Development, content validity, face validity, and internal consistency of a Diet Quality Index using the NZ dietary guidelines; Thesis

  4. Eileena Martin, 2023 – Promoting Healthier Food Portions with the Application of Augmented Reality (AR)

  5. Georgia Claire Blomquist, 2022 – What factors contribute to chronic disease in Australia and New Zealand and how can food science and technology improve health? – A Scoping Review; Thesis

  6. Nicholas James Ariell, 2022 – How Do They Eat? An Ethnographic Study of Student Eating Behaviour in a New Zealand university; Thesis

  7. Renee Alumasa, 2021 – Is it possible to enhance the confidence of student dietitians prior to clinical placements? Design-based research; Thesis

  8. Akeena Raphael, 2021 – Content validity, face validity and internal consistency of the Healthy Lunch Scoring Tool; Thesis

  9. Nisha Mahawar, 2021 – Unhealthy Food at Your Fingertips : A Cross-Sectional Analysis of the Takeaway Outlets on UberEats, New Zealand; Thesis. (Published in Q1 journal, DOI: DOI: https://doi.org/10.3390/nu14214567)

  10. Alshai Alshaima, 2021 – What Type of Recipes and Videos will Address Barriers, Improve Attitudes, and Motivate Young Adults to Cook with Vegetables?; Thesis. (Published in Q1 journal, DOI: https://doi.org/10.3390/su16020928)

  11. Ana Kaufononga, 2021 – Prevalence of weight bias amongst New Zealand Registered Dietitians and its effects on dietetic practice - A pilot study; Thesis (Published in Q2 journal,  DOI: https://doi.org/10.1111/1747-0080.12791)

  12. Jessica Ann Malloy, 2021 – The Intersection of Tech and Nutrition: A Cross-Sectional Analysis of Uber Eats; Thesis (Published in Q1 journal, DOI: 10.3390/nu12103107)

  13. Zi Qian Cao, 2021 – Efficacy of Student-led dietetic clinics: Evaluation of client satisfaction and nutritional outcomes; Thesis

  14. Kate Harrington, 2020 – Healthy Eating on a Budget? Price incentives within university food outlets and their impact on the purchasing behaviour of young adults; Thesis (Published in Q2 journal, DOI:10.1017/jns.2021.87)

  15. Jazmin Hopper, 2019 – Patient Satisfaction and Outcomes in a Student-Led Dietetic Clinic - A Pilot Study; Thesis (Published in Q2 journal, DOI: https://doi.org/10.53300/001c.28091)

  16. Deema Alassadi, 2019 – Symbols for Change – Does labelling of healthy foods on menus using symbols promote better choices at the point-of-purchase at university food outlets?; Thesis (Published in Q2 journal, DOI: https://doi.org/10.1017/S1368980020002840)

  17. Jing Yuan Li, 2019 – Grab Goodness Vending: A pilot research program to stimulate healthy snacking in tertiary education settings; Thesis (Published in Q2 journal, DOI: 10.1080/07448481.2020.1846043)

 

Master of Health Sciences Research 90-point thesis (co-supervision)

Completions (n=4)

  1. Eloise Goddard, 2024 – An evaluation of rangatahi-developed Mātauranga-Grounded Nutrition & Wellbeing Guidelines; Thesis

  2. Alana Klein, 2021 – Habitual dietary patterns, nutrient intake, and selection of Mediterranean-style food items among New Zealanders (NZ MED); Thesis (Published in Q1 journal, DOI: https://doi.org/10.3390/nu15122663)

  3. Liam Reed, 2019 – Allergy Management in a University Foodservice Setting; Thesis

  4. Teri Styles, 2018 – Do health policies established by the food industry and associated companies influence their work environment for the benefit of employees?; Thesis (Published in Q1 journal, DOI: 10.1093/heapro/daz079

 

Master’s by Research 24-credit points (primary supervision)

Completions (n=6)

  1. Jacqueline Grgurevic, 2024 – Exploring Nutrition Misinformation on Social Media Platforms (Published in Q1 journal: DOI: 10.3390/nu17050781)

  2. Rayan Diyab, 2024 – Exploring Nutrition Misinformation on Social Media Platforms (Published in Q1 journal: DOI: 10.3390/nu1705078)

  3. Yuqi (Massie) Wu, 2024 – A Scoping Review of Dietitians' Podcasts: Themes, Topics, and Knowledge Transfer (Manuscript under review in Q1 journal)

  4. Evelyn Stefadouros, 2024 – A Scoping Review of Dietitians' Podcasts: Themes, Topics, and Knowledge Transfer (Manuscript under review in Q1 journal) 

  5. Benedicte Astridge, 2024 – Assessing Dietary Behaviour Changes in Young Adults: A Secondary Analysis of the PREDITION Trial Data (Manuscript in preparation)

  6. Christy Yeung, 2024 – Assessing Dietary Behaviour Changes in Young Adults: A Secondary Analysis of the PREDITION Trial Data (Manuscript in preparation)

 

Current (n=4)

  1. Bryan Ye, 2025 - Digital Nourishment: A Comparative Analysis of Food Marketing Strategies on Social Media

  2. Sarah McConville, 2025 - Digital Nourishment: A Comparative Analysis of Food Marketing Strategies on Social Media

  3. Kaycee Hassarati, 2025 - Healthiness, Equity, and Environmental Sustainability of the University of Sydney Food Environment

  4. Karen Ka-Wei Yuen, 2025 - - Healthiness, Equity, and Environmental Sustainability of the University of Sydney Food Environment

 

Master’s by Research 24-credit points (primary supervision)

Completions (n=2)

  1. Deanna Tzivakis, 2024 – [Title Placeholder] (Published in Q1 journal: DOI: 10.3390/su17062505)

  2. Hannah Millar, 2024 – [Title Placeholder] (Published in Q1 journal: DOI: 10.3390/su17062505)

 

Current (n=1)

  1. Annie Li, 2025 - University students and staff on campus food purchase habits and opinions on food availability 

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