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FDSC40980

Academic Year 2026/2027

Sustainability in Diet (FDSC40980)

Subject:
Food Science
College:
Health & Agricultural Sciences
School:
Agriculture & Food Science
Level:
4 (Masters)
Credits:
5
Module Coordinator:
Dr Alessandra Marcon Gasperini
Trimester:
Autumn
Mode of Delivery:
Online
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

The module Sustainability in Diet (FDSC40980) explores the interconnections between food, diet, nutrition, human health, and the environment, with a particular focus on sustainability in diets and their role within wider food systems.

Learners will analyse how dietary patterns influence and are influenced by food systems, the environmental pressures of current practices, and the pathways towards diets that promote health while reducing environmental and socio-economic burdens.

The module introduces key indicators, methodologies, and frameworks for evaluating sustainability in diets and for informing dietary guidelines. It also examines the role of science, technology, and innovation in shaping food system transformation, alongside strategies to tackle food waste and reduce the carbon footprint across the food supply chain.

About this Module

Learning Outcomes:

On successful completion of this module, learners will be able to:

1. Explain the concept of sustainability in diets and its relevance to health, environment, and the food sector.
2. Apply indicators and frameworks to assess the sustainability of dietary patterns.
3. Analyse the environmental impacts of existing food systems.
4. Evaluate key drivers of food system and their influence on sustainability.
5. Communicate insights on sustainability effectively to professional and industry audiences.

Indicative Module Content:

Sustainable diets; Food Systems; Pillars of sustainability; Nutrient Requirements for healthy diet; Food-based dietary guidelines for a healthy diet (safe, adequate, balanced, environmentally sustainable, affordable, acceptable); Food waste reduction, recycle and reuse; Personalized sustainable diet; Technology and innovation in food system transformation; UN Sustainable Development Goals (SDGs); Paris Agreement; Food Security.

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Not addressed

Critical Thinking

The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Competent

Systems Thinking

The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Novice

Strategic

The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Novice

Integrated Problem Solving

The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Novice

Self-awareness

The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Novice

Normative

The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Not addressed

Anticipatory

The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Novice

Digital Literacy and Judgement

The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Not addressed

AI Literacy & Agency

The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Not addressed

Wellbeing

Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Not addressed

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


 

Student Effort Hours:
Student Effort Type Hours
Autonomous Student Learning

96

Tutorial

6

Online Learning

18

Total

120


Approaches to Teaching and Learning:
TEACHING AND LEARNING APPROACHES
The module uses a range of teaching and learning methods, including recorded lectures, reflective learning, enquiry and problem-based learning, and interactive tutorials. Students will build on existing knowledge and apply it by creating authentic pieces of work. Reflective and enquiry-based approaches will be used to deepen understanding, while active learning will be a key feature of the interactive tutorials.

All material (slides, recorded lectures, assignments, instructions) will be available in Brightspace. Students are responsible for attending/watching the lectures, reading lecture material as suggested, completing homework and assignments. Students are advised to note any questions they may have on the material and ask these during lectures dedicated to this, or speak to the module coordinator and/or tutor.

REFERENCING
All coursework and assignments in the module must follow the Harvard Referencing Style. Both in-text citations and a full reference list are required to acknowledge all sources. Proper referencing is essential to avoid plagiarism and to allow others to locate and evaluate the research. Guidance and examples are available on the UCD Library resource 'Cite Them Right' and in the Brightspace page of the module.

ACADEMIC INTEGRITY
Students are responsible for ensuring the academic integrity of all assessments submitted in this module, in accordance with the UCD Plagiarism Policy. The module coordinator will take all necessary steps to verify the integrity of submitted work.

USE OF GENERATIVE AI TOOLS
The use of Generative Artificial Intelligence (GenAI) and Large Language Models (LLMs) is prohibited for any coursework, assessments, or submissions in this module unless explicit permission has been granted by the module coordinator. Unauthorised use, or failure to properly acknowledge and cite these tools when permitted, will be considered plagiarism and academic misconduct under UCD’s Academic Integrity Policy.

POLICY UPDATES
All policies, related documents, and forms are subject to amendment. Students should regularly consult the UCD Registry, Secretariat and Library websites for the most current versions of policies, regulations and guidelines.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Quizzes/Short Exercises: Two quizzes throughout the module to assess comprehension of core lecture concepts through multiple-choice questions (MCQs), short answers, and data interpretation questions. Week 6, Week 14 Standard conversion grade scale 40% No
60
No
Reflective Assignment: Sustainability Portfolio (Individual): a reflective synthesis linking personal observations of sustainability to core module concepts and professional practice. Week 11 Standard conversion grade scale 40% No
40
No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
No
 

Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Online automated feedback
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

Not yet recorded.

Drewnowski, A., 2017. Sustainable, healthy diets: Models and measures. In: H. Biesalski, A. Drewnowski, J. Dwyer, J. Strain, P. Weber and M. Eggersdorfer, eds. Sustainable nutrition in a changing world. Cham: Springer, pp.7 18. https://doi.org/10.1007/978-3-319-55942-1_2.

FAO and WHO, 2019. Sustainable healthy diets Guiding principles. Rome: Food and Agriculture Organization of the United Nations. Available at: https://www.fao.org/3/ca6640en/ca6640en.pdf.

Kevany, K. and Prosperi, P., eds., 2022. Routledge handbook of sustainable diets. 1st ed. London: Routledge. https://doi.org/10.4324/9781003174417.

Willett, W. et al. (2019). Food in the Anthropocene: The EAT Lancet Commission on healthy diets from sustainable food systems. The Lancet, 393(10170), pp.447 492. https://doi.org/10.1016/S0140-6736(18)31788-4.

HLPE (High Level Panel of Experts). (2017). Nutrition and food systems. Report No. 12, Committee on World Food Security, FAO.
https://www.fao.org/3/i7846e/i7846e.pdf.