(4.2%) were over 30 years old. Class E was made up of mostly seniors (64.6%, n=31)

and juniors (33.3%, n=16). There was one sophomore enrolled in Class E.

 Students were asked how many courses were taken in the subject area similar to

Class E. Of the respondents, 8.3% (n=4) had taken no courses, 54.2% (n=26) had taken

one to two courses, 14.6% (n=7) had taken three to four courses and 22.9% (n=l 1) had

taken more than four courses in the subject area.

 In this class, students were asked how many problem sets assigned during a

typical week that require more than an hour to complete. In Class E, 91.7% (n=44) stated

no problem sets were completed that met this criteria while 6.3% (n=3) declared one or

two problem sets and 2.1% (n=l) claimed three to four problem sets assigned had taken

longer than an hour to complete.

Class F

 Two credit hours were assigned to Class F in the subject area of human nutrition.

Concepts learned included nutritional requirements during different stages of the human

life cycle as well as socioeconomic, cultural and psychological aspects of behaviors

toward food. Critical thinking teaching methods were utilized throughout assignments,

exams, and class discussions. Assignments resembled real-life situations in which

students were asked to solve problems. Furthermore, students enrolled in the class were

made aware of the research process to better understand the literature pertaining to

nutrition. The course was required for nutritional science academic majors and dietetics

maj ors.

 The faculty member who taught Class F was a 46 year-old female who had taught

11 years at the University of Florida. Previous to that, she had worked as a dietician for 7

years in which she occasionally educated patients in group settings. The faculty member