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Tufts University, Friedman School of Nutrition Science and Policy

NUTR 226 – Food from Production to the Marketplace Spring 2018

Class Meetings: Monday, 3:15-6:15 PM J118 Instructor: Norbert Wilson Office hours: by appointment, 150 Harrison Avenue, Room 264 Phone: 617-636-0900 Email: Norbert.Wilson@tufts.edu Instructor: Richard Black Office hours: by appointment Phone: Email: Richard.Black@tufts.edu Instructor: Eleanor Shonkoff Office hours: by appointment, 75 Kneeland, Room 815 Phone: (617) 636-6710 Email: Eleanor.Shonkoff@tufts.edu Teaching Asst.: Anna Derian Graduate Credits: 1 credit Prerequisites: none Course Description: The intent of this course is to develop an understanding of the factors that shape the selling of food in the United States. Drawing from business, psychology, economics, and law, we will explore the methods and efforts to sell food. This not a marketing course as seen in business schools; rather, we explore the market context of food from multiple lenses to understand how this context influences food choice. We will consider how government shapes the efforts of the private sector to connect with consumers. We will use case studies and projects with firms to ground our learning in the actual experiences of firms, government actors, and non-governmental organizations. We will also use reflective essays based on peer-reviewed literature to assess critically presentations from representatives of the involved sectors. Our assessment of the food system will benefit from speakers from industry, non-profits, and the government. Course Objectives: Upon completion of the course students will be able to:

1. Assess critically the selling of food in the U.S. 2. Develop evidence-based strategies to sell nutritious food with consideration

of the perspectives of consumers, producers, and government actors. 3. Communicate the above strategies effectively to a range of audiences. 4. Collaborate successfully within groups.

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Texts or Materials: We will use cases for purchase and readings posted in Canvas. Academic Conduct: Each student is responsible for upholding the highest standards of

academic integrity, as specified in the Friedman School’s Policies and Procedures manual (http://nutrition.tufts.edu/student/documents) and Tufts University policies (http://students.tufts.edu/student-affairs/student-life-policies/academic-integrity-policy). It is the responsibility of each student to understand and comply with these standards, as violations will be sanctioned by penalties ranging from failure on an assignment and the course to dismissal from the school.

Classroom Conduct: You are responsible to come to class prepared with questions for

speakers to engage speakers. Do not use cell phones or recording devices during class.

Assessment and Grading: In the course, we will have four types of graded activities.

You will develop a group project evaluating the strategy around a consumer-facing, nutrition issue for one of the firms. You will analyze three case studies. You will have a series of reflection pieces based on the presentations and your own research. Your will attend class regularly and engage the speakers and lecturers actively.

ASSIGNMENT POINTS

GROUP PROJECT ASSESSING INDUSTRY QUESTION

400

CASE STUDY DISCUSSIONS (3) 210 SPEAKER REFLECTION PAPERS (3) 300 CLASS PARTICIPATION 90 TOTAL 1000

Assignments and Submission Instructions: Group Project: A major undertaking of the course is the development of a group project

written report and presentation. The project will center on one of the companies featured this semester. Your job is to work with the company over the semester to develop a strategy to address a consumer-facing, nutrition-based problem and how the company engages consumers on the problem. The company will define the problem, and you will develop and propose an evidence-based strategy. All presentations will be the final week of class. The written report is due on our last class meeting. You can earn a total of 400 points, 200 points on the written document and 200 points on the presentation.

Case Study Analysis: You are to read the Harvard Business Case Studies and supporting questions in advance of class. As an in-class assignment, the assessment of case studies will be based on your comments during the discussion. Each case is worth 70 points. We will score the activity as follows:

o Present and attentive—75% o Productive comment—80% o Productive comment that is an opener, debate starter (or extender or

resolver), outside information or “upshot” commentary—85% o Two productive comments—85%

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o Three productive comments or two productive comments with at least one that is an opener, debate starter (or extender or resolver), outside information or upshot commentary—90%

o Three or more productive comments with at least one that is an opener, debate starter (or extender), outside information or upshot commentary—95%

o For truly exceptional comments, ones that fundamentally shift the discourse in new and interesting ways, extra credit is given up to 5 percentage points for each comment, up to full credit (100%).

Reflection Papers: You will develop three reflection papers based on the speakers and

the assigned readings. Each paper is worth 100 points. The reflection papers are used to evaluate your attainment of the learning objectives of the weeks leading to the paper. You will write these on your own and will focus on a topic or theme of your own choice that you found important from the speakers and that is reflected in the learning objectives. The papers should link the presentations of at least two speakers from the previous sessions. You must reference at least three of the assigned readings of the previous weeks in the paper. The reflection paper will be graded on clarity of thought, critical assessment of issues presented by the speakers, development of ideas based on the literature used, and demonstration of attainment of learning objectives. The expected length of the reflection papers should be between 750 to 1000 words (2-3 pages). The reflection papers are due by 5:00 pm on the Thursdays of the assignments. (See rubric on Canvas for grading.)

Class Participation: You will receive up to 90 points for active engagement during the

presentation of the speakers and class discussions (Case study discussions are graded separately). Active participation includes: attendance with active listening, asking questions, making comments on the readings, etc.

o Present for at least 75% of sessions—75% o Present and attentive—85% o Productive comments/questions—90% o Productive comments/questions with extra course material—95% o Extra credit is given up to 5 percentage points for exceptional comments,

up to full credit (100%). Written assignments received after the deadline will not be accepted or graded

unless an extension is approved in advance. Students who are unable to complete an assignment on time for any reason should notify Norbert Wilson by email, text message or phone call prior to the deadline, with a brief explanation for the requested extension.

For case studies, students who miss class with either a preapproved excuse or

legitimate emergency (health event or family emergency) may turn in a case study review based on questions assigned to the case. For participation points, no make-up is offered, but excused absences will not affect your grade.

Diversity Statement: We believe that the diversity of experiences and perspectives of

students is essential to the deepening of knowledge in this course. We consider it

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part of our responsibility as instructors to address the learning needs of all the students in this course. We will present materials that are respectful of diversity: race, color, ethnicity, gender, age, disability, religious beliefs, political preference, sexual orientation, gender identity, socioeconomic status, citizenship, language or national origin among other personal characteristics.

Assignments are due as assigned. If this will present a conflict with your religious

observances at any point, please let us know as soon as possible so that we can work together to make appropriate arrangements.

Accommodation of Disabilities: Tufts University is committed to providing equal

access and support to all students through the provision of reasonable accommodations so that each student may access their curricula and achieve their personal and academic potential. If you have a disability that requires reasonable accommodations, please contact the Friedman School Assistant Dean of Student Affairs at 617-636-6719 to make arrangements for determination of appropriate accommodations. Please be aware that accommodations cannot be enacted retroactively, making timeliness a critical aspect for their provision.

Course Schedule:

* This schedule is subject to modification at the instructor’s discretion and the availability of the speakers.

Week # Topic & Lecturer Assignments Due*

Government and Policies

#1 Jan 22 Norbert Wilson—Introduction and Overview of Selling Food: Retailer to the Consumer in the Context of Regulation

#2 Jan 29 Timothy Daniel—Health Claims in Advertising: What are the Standards

Essie Yamini—Health Claims from the Regulatory Perspective

Read 1-4

#3 Feb 5 Alice Lichtenstein—Dietary Guidelines

Discussion of Government Policy with Relevant Readings

Read 5-6

Reflection Paper #1

Consumer Preferences

#4 Feb 12 Sylvia Rowe—The “Secret Sauce” of Success

Sylvia Rowe—Science to Communications to Policy

Read 7-11

#5 Feb 19 Case Study Discussion

Eleanor Shonkoff—Consumer Understanding of Health Claims

Read 12-14 Case Study #1

Demarketing Soda in New York City

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#6 Feb 26 Maureen Enright—Children’s Food and Beverage Advertising

Liz Sanders—Consumer Insights: Communicating the Health Benefits of Foods

Read 15-18

#7 Mar 5 Bill Layden—Marketing the Health Promise of Food

Discussion of Consumer Preferences and Relevant Readings

Read 19-21

Reflection Paper #2

Industry Strategy and Opportunities

#8 Mar 12 Case Study Discussion

Class Project Check in

Case Study #2

Disney Consumer Products: Marketing Nutrition to Children

Spring Break March 17-25

#9 Mar 26 Richard Black

Linda Harelick—Child Obesity 180

Read 22-24

#10 Apr 2 Jim McBride—Guiding Stars: Nutritious Choices made Simple and Julie Greene—Ahold Delhaize

Jonathan Mein--Monsanto

Read 25-29

#11 Apr 9 Maha Tahiri—General Mills

Case Study Discussion

Case Study #3 The Dannon Company: Marketing and Corporate Social Responsibility (A)

#12 Apr 16 Patriots’ Day April 16

No Class but project group meetings with faculty April 17-20

#13 Apr 23 Discussion of Industry Strategy and Opportunities and Relevant Readings

Course Wrap-up

Reflection Paper #3

#14 Apr 30 Group Presentations

*All assignments are due Thursdays by 5:00 Eastern

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Course Topics, Learning Objectives, and Assignments1 Week 1: Norbert Wilson—Introduction and Overview of Selling Food: Retailer to the Consumer in the Context of Regulation Learning objectives: Upon completion of this week, students will be able to: 1. Understand the format and structure of the course, learning objectives and methods

of instruction. 2. Understand the parameters of selling food: marketing, economics, law, and

psychology. Preparation for class: None

1 This schedule is subject to modification at the instructor’s discretion.

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Week 2: Timothy Daniel—Health Claims in Advertising: What are the Standards Essie Yamini—Health Claims from the Regulatory Perspective Learning objectives: Upon completion of this week, students will be able to: 1. Articulate guidelines of health claims as regulated by the FTC and FDA 2. Assess how firms navigate this regulatory framework Preparation for class: Readings 1. Berhaupt-Glickstein, A., et al., The Evolution of Language Complexity in Qualified

Health Claims. Food Policy, 2014. 47: p. 62-70. 2. Rowlands, J.C. and J.E. Hoadley, FDA Perspectives on Health Claims for Food

Labels. Toxicology, 2006. 221(1): p. 35-43. 3. Fortin, N.D., Food Regulation: Law, Science, Policy, and Practice. 2009, Hoboken,

NJ: John Wiley & Sons, Inc. (Chapters 1 and 2) 4. Buttrick, H.G. and C.D. Hatch, Pomegranate Juice Can Do THAT? Navigating the

Jurisdictional Landscape of Food Health Claim Regulation in a Post-Pom Wonderful World. Indiana Law Review, 2016. 49(2): p. 267-304.

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Week 3: Alice Lichtenstein—Dietary Guidelines and Industry Response Discussion of Government Policy Learning objectives: Upon completion of this week, students will be able to: 1. Understand the structure and development of the dietary guidelines 2. Describe industry response to changes in guidelines Preparation for class: Readings 5. Millen, B.E., et al.,The 2015 Dietary Guidelines Advisory Committee Scientific

Report: Development and Major Conclusions. Advances in Nutrition, 2016. 7(3): p. 438-444.

6. Scott, C., B. Hawkins, and C. Knai, Food and Beverage Product Reformulation as a Corporate Political Strategy. Social Science & Medicine, 2017. 172: p. 37-45.

Assignments for this week: Reflection paper evaluated on Learning Objectives from Weeks 1 to 3

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Week 4: Sylvia Row—Science to Communications to Policy Sylvia Row—The “Secret Sauce” of Success Learning objectives: Upon completion of this week, students will be able to: 1. Articulate challenges and opportunities of industry and scientific collaborations 2. Evaluate the quality of health and science communications Preparation for class: Readings 7. Rowe S., Alexander N., Clydesdale F., et al., Funding Food Science and Nutrition

Research: Financial Conflicts and Scientific Integrity. Nutrition Reviews, 2009. 67(5): p. 264-272.

8. Rowe S., Alexander N., Almeida N., et al., Food Science Challenge: Translating the Dietary Guidelines for Americans to Bring About Real Behavior Change. Journal of Food Science, 2011. 76(1): p. R29-R37.

9. Nagler R.H., Adverse Outcomes Associated with Media Exposure to Contradictory Nutrition Messages. Journal of Health Communication, 2014. 19(1): p. 24-40.

10. Fitzgibbon, M., Gans, K.M., Evans, W.D., Viswanath, K., Johnson-Taylor, W.L., Krebs-Smith, S.M., Rodgers, A.B. and Yaroch, A.L., Communicating Healthy Eating: Lessons Learned and Future Directions. Journal of Nutrition Education and Behavior, 2007, 39(2): p. S63-S71.

11. Lesser, L.I., et al., Relationship between Funding Source and Conclusion among Nutrition-Related Scientific Articles. PloS Medicine, 2007. 4(1): p. 41-46.

Assignments for this week: None

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Week 5: Eleanor Shonkoff—Consumer Understanding of Health Claims Learning objectives: Upon completion of this week, students will be able to: 1. Evaluate consumer understanding of health and nutrition information and potential

effects on purchase and consumption behavior 2. Explore how regulation can or should influence consumer choice and assess the

efficacy of regulatory prohibition versus other public policy measures to achieve behavioral change.

Preparation for class: Readings 12. Van Trijp, H.C. and Van der Lans, I.A., Consumer Perceptions of Nutrition and

Health Claims. Appetite, 2007. 48(3): p.305-324. 13. Kozup, J.C., Creyer, E.H. and Burton, S., Making Healthful Food Choices: The

Influence of Health Claims and Nutrition Information on Consumers’ Evaluations of Packaged Food Products and Restaurant Menu Items. Journal of Marketing, 2003. 67(2): p.19-34.

14. Kaur, A., P. Scarborough, and M. Rayner, A., Systematic Review, and Meta-Analyses, of the Impact of Health-Related Claims on Dietary Choices. International Journal of Behavioral Nutrition and Physical Activity, 2017. 14 (9): DOI 10.1186/s12966-017-0548-1. Suggested: Williams, P. Consumer Understanding and Use of Health Claims for Foods. Nutrition Reviews, 2005. 63(7): p.256-264.

Case study

Assignments for this week:

Harvard Case Study Analysis Demarketing Soda in New York City evaluated by Learning Objective 2 from Week 5

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Week 6: Maureen Enright—Children’s Food and Beverage Advertising Liz Sanders—Consumer Insights: Communicating the Health Benefits of Foods Learning objectives: Upon completion of this week, students will be able to: 1. Articulate the challenges of selling foods to children 2. Evaluate consumer responses to nutrition information provided by industry Preparation for class: Readings 15. Story, M. and French, S., Food Advertising and Marketing Directed at Children and

Adolescents in the US. International Journal of Behavioral Nutrition and Physical Activity, 2004. 1(3): DOI:10.1186/1479-5868-1-3.

16. Moore, Elizabeth S., and Victoria J. Rideout, The Online Marketing of Food to Children: Is It Just Fun and Games? Journal of Public Policy & Marketing, 2007. 26(2): p. 202-220.

17. Mello, M.M., Studdert, D.M. and Brennan, T.A., Obesity—The New Frontier of Public Health Law. The New England Journal of Medicine, 2006. 354(24): p. 2601-2610.

18. Wilson, B.J., 2007. Designing Media Messages about health and Nutrition: What Strategies are Most Effective? Journal of Nutrition Education and Behavior, 39(2): p. S13-S19.

Assignments for this week: None

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Week 7: Bill Layden—Marketing the Health Promise of Food Discussion of Reflection paper Learning objectives: Upon completion of this week, students will be able to: 1. Explain strategies to influence consumer perception of food’s health effects 2. Describe how food companies use consumer perceptions in product marketing

Preparation for class: Readings 19. Rothschild, M.L., Carrots, Sticks, and Promises: A Conceptual Framework for the

Mangement of Public Health and Social Issue Behaviors. Journal of Marketing, 1999. 63(4): p. 24-37.

20. Siro, I., Kápolna, E., Kápolna, B. and Lugasi, A., Functional Food. Product Development, Marketing and Consumer Acceptance—A Review. Appetite, 2008. 51(3): p. 456-467.

21. Chandon, P. and Wansink, B., 2012. Does Food Marketing Need to Make Us Fat? A Review and Solutions. Nutrition Reviews, 70(10): p.571-593.

Suggested: Kraak, V.I., Gootman, J.A. and McGinnis, J.M. eds. Executive Summary. Food marketing to children and youth: threat or opportunity? National Academies Press , 2006.

Assignments for this week: Reflection paper evaluated on Learning Objectives from Weeks 4 to 7

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Week 8: Case Study Discussion Project Discussion Learning objectives: Upon completion of this week, students will be able to: 1. Assess critically progress on group project 2. Determine the role and responsibility of a for-profit company in addressing a

significant social issue, namely, obesity. Preparation for class: Case study. Assignments for this week:

Disney Consumer Products: Marketing Nutrition to Children evaluated by Learning Objective 2 from Week 8

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Week 9: Richard Black Linda Harelick—ChildObesity180 and food marketing Team project time Learning objectives: Upon completion of this week, students will be able to: 1. Interpret the motivations and challenges firms face when making heath claims 2. Assess interventions to moderate behavior through marketing. 3. Determine the role of marketing in quick service restaurants.

Preparation for class: Readings 22. Talati, Z., et al., Consumers' Responses to Health Claims in the Context of Other

On-Pack Nutrition Information: A Systematic Review. Nutrition Reviews, 2017. 75(4): p. 260-273.

23. Talati, Z., et al., Do Health Claims and Front-of-Pack Labels Lead to a Positivity Bias in Unhealthy Foods? Nutrients, 2016. 8(12): DOI: 10.3390/nu8120787

24. Talati, Z., et al., The Combined Effect of Front-of-Pack Nutrition Labels and Health Claims on Consumers' Evaluation of Food Products. Food Quality and Preference, 2016. 53: p. 57-65.

Assignments for this week:

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Week 10: Jim McBride—Guiding Stars: Nutritious Choices made Simple Julie Greene—Ahold Delhaize Jonathan Mein—Monsanto Learning objectives: Upon completion of this week, students will be able to: 1. Assess role of retailers in health and nutrition 2. Evaluate nutrition messaging from retailers 3. Explain the role of agribusiness in supporting the food industry

Preparation for class: Readings 25. Franckle, R.L., Moran, A., Hou, T., Blue, D., Greene, J., Thorndike, A.N., Polacsek,

M. and Rimm, E.B., Transactions at a Northeastern Supermarket Chain: Differences by Supplemental Nutrition Assistance Program Use. American Journal of Preventive Medicine, 2017. 53(4), p. e131-e138.

26. Cawley, J., Sweeney, M.J., Sobal, J., Just, D.R., Kaiser, H.M., Schulze, W.D., Wethington, E. and Wansink, B., The Impact of a Supermarket Nutrition Rating System on Purchases of Nutritious and Less Nutritious Foods. Public Health Nutrition, 2015.18(1): p.8-14.

27. Sutherland, L.A., Kaley, L.A. and Fischer, L., Guiding Stars: The Effect of a Nutrition Navigation Program on Consumer Purchases at the Supermarket. The American Journal of Clinical Nutrition, 2010. 91(4): p.1090S-1094S.

28. Folta, K.M. and H.J. Klee, Sensory Sacrifices When We Mass-Produce Mass Produce. Horticulture Research, 2016. 3: DOI:10.1038/hortres.2016.32

29. Tieman, D., et al., A Chemical Genetic Roadmap to Improved Tomato Flavor. Science, 2017. 355(6323): p. 391-394.

Suggested: Ohlhorst, S.D., Russell, R., Bier, D., Klurfeld, D.M., Li, Z., Mein, J.R., Milner, J., Ross, A.C., Stover, P. and Konopka, E., 2013. Nutrition Research to Affect Food and a Healthy Life Span. The Journal of Nutrition, 143(8), pp.1349-1354. Maurer, M. M., Mein, J. R., Chaudhuri, S. K., Constant, H. L. 2014. An Improved UHPLC-UV Method for Separation and Quantification of Carotenoids in Vegetable Crops. Food Chemistry. 165(15) p. 475-482. Boddupalli, Sekhar; Mein, Jonathan R.; Lakkanna, Shantala; James, Don R. 2012. Induction of Phase 2 Antioxidant Enzymes by Broccoli Sulforaphane: Perspectives in Maintaining the Antioxidant Activity of Vitamins A, C, and E. Frontiers in Genetics. 3:7: DOI 10.3389/fgene.2012.00007

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Week 11: Maha Tahiri—General Mills Learning objectives: Upon completion of this week, students will be able to: 1. Assess the methods to communicate science to the public 2. Describe the constraints food companies manage to communicate health 3. Discuss how a company develops, implements and communicates a strategic

corporate social responsibility program that is aligned with the organization's business operations and commitment to social values.

Preparation for class: Readings Case study Assignments for this week:

The Dannon Company: Marketing and Corporate Social Responsibility (A) evaluated by the Learning Objective from Week 13

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Week 12: Patriots’ Day—workshop with faculty on group project through extended office hours Learning objectives: Upon completion of this week, students will be able to: 1. Identify gaps in group project’s plan 2. Discover solutions to challenges in team work Preparation for class: Schedule meeting with instructor to review project progress Assignments for this week: None.

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Week 13: Discussion of Industry Strategy and Opportunities and Relevant Readings Course Reflection Learning objectives: Upon completion of this week, students will be able to: 1. Articulate the role of retailers in shaping food choice. 2. Discuss labeling and food choice. 3. Identify influence of food marketing on food choice. Preparation for class: Assignments for this week: Reflection paper evaluated on Learning Objectives from Weeks 8 to 11

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Week 14: Group Presentations Learning objectives: Upon completion of this week, students will be able to: 1. Communicate health and nutrition issues acknowledging industry, consumer, and

regulator concerns. 2. Write cogently across multiple authors 3. Work in teams

Preparation for class: None. Assignments for this week: Submit Group Project Report evaluated by Learning Objectives from Weeks 12 and 14 Reflection paper evaluated on Learning Objectives from Weeks 8 to 11

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