Program Review Bachelor of Science Didactic Program in Dietetics Department of Allied Health Sciences College of Nursing and Allied Health

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1 Program Review Bachelor of Science Didactic Program in Dietetics Department of Allied Health Sciences College of Nursing and Allied Health March 2011

2 Program Review Didactic Program in Dietetics (DIET ) Department of Allied Health Sciences College of Nursing and Allied Health Contributing Authors Colette Leistner, PhD, RD Simone Camel, MS, RD, LD Brigett Scott, MS, RD, LDN Associate Professor and Program Director of Didactic Program in Dietetics Assistant Professor and Coordinator of Didactic Program in Dietetics Assistant Professor of Didactic Program in Dietetics Gerard White, MEd, ATC, LAT Assistant Professor and Head, Department of Allied Health Sciences i

3 TABLE OF CONTENTS PAGE 1. Program Mission Mission Statement for the Program: Relationship to Institutional Mission: 2 2. Program Curriculum Most Recent Curriculum Study: Major/Minor: Student Learning Outcomes and Assessment General Education Requirements (See Appendix B) Anticipated Changes: Program Rationale Similar Programs Nearby: Relationship with These Programs: Assessing Demand for Program List the types of jobs in which graduates with this degree could be expected to be employed Specify national, state and area need for graduates and indicate source(s) of data Provide data on degrees awarded, number currently employed and projected demand Outside Interest in the Program Identify interest on the part of local groups, industry, research centers, other educational institutions or state agencies (example: Hospitals, culinary institutes, business.) Indicate the nature of contact made with these groups and the results of these contacts Summarize any formal arrangements with industry, government, and other agencies outside of the academic community Students Enrollment: Admissions Policies and Practices: Attrition and Graduation Record (See Appendix A): Career Counseling: Follow-up and Student Placement: Faculty Faculty Who Are Direct Participants in the Program: (See Tables 1, 2,3.) Narrative of Faculty Accomplishments: Staffing Changes: Strengths or Specialists Not Existing in Present Faculty: Special Faculty Services: Departmental Objectives Related to the Program Annual Plans for Program Changes in Departmental/Program Objectives: Anticipated Changes in Departmental/Program Objectives Do you believe the resources allocated to this academic program are adequate in proportion to other programs in your college? Informational Resources/Libraries Facilities-Equipment Current Facilities and Equipment: Needed Additional Facilities: Needed Additional Equipment: 39 APPENDICIES A Fact Sheet for 5 Year Program Review, Office of Institutional Research 42 A 1 Form A: July 1, B Matrix Linking Program Curriculum to General Education Goals and Learning Outcomes 45 B 1 Matrix Linking Program Curriculum to General Education Goals and Learning Outcomes, Breadth-of-Knowledge Areas 55 Level IV Annual Plan Assessments: Departmental Objectives related to the Program (Table 8.1) 34 ii

4 See APPENDIX A Fact Sheet for 5 Year Program Review (pg 41) See APPENDIX A-1 Form A (pg 45) SUMMARY OF IMPROVEMENTS BASED ON PREVIOUS PROGRAM REVIEW: Program review report cited a concern in regards to facilities utilized by the program. As a result of a meeting with program faculty and the department head, a request for dedicated classroom space for the program was submitted to Dr. Sue Westbrook, Dean of the College of Nursing and Allied Health. With her approval in 2006, Betsy Cheramie Ayo Hall, Room 200, was dedicated as a lecture/laboratory space for the dietetics program. In addition, the department did allocated a TV with VCR and a computer with projector to be placed in this classroom Over the past five years, the Didactic Program in Dietetics (DPD) has experience both growth in enrollment and in additional resources. Effective spring 2011, the program's dedicated classroom was relocated to BCAH Room 124. Additional instructional resources will be provided by the Department of Allied Health Sciences as a dedicated classroom and computer laboratory space will be utilized by all programs in the department, including Dietetics. 1

5 NARRATIVE 1.Program Mission 1.1 Mission Statement for the Program Provide the mission statement for the program Registered Dietitians (RDs) are food and nutrition experts who have met the following criteria to earn the RD credential: Completed a minimum of a bachelor s degree at a US regionally accredited university or college and course work accredited or approved by the Commission on Accreditation for Dietetics Education (CADE) of the American Dietetic Association (ADA). Completed a CADE-accredited supervised practice program at a health-care facility, community agency, or a foodservice corporation or combined with undergraduate or graduate studies. Typically, a practice program will run six to 12 months in length. Passed a national examination administered by the Commission on Dietetic Registration (CDR). For more information regarding the examination, refer to CDR s website at The mission of the Didactic Program in Dietetics (DPD) at Nicholls is to address the first of these steps to prepare dietetics students to function as self-directed, accountable, entrylevel practitioners of professional dietetics in a dietetic internship or to pursue graduate study. The program seeks to develop graduates who are committed to professional involvement, leadership and service. 1.2 Relationship to Institutional Mission Describe, including relationship to existing departmental, college and university mission. Nicholls State University provides a unique blend of excellent academic programs to meet the needs of Louisiana and beyond. The university cultivates productive, responsible, engaged citizens in a personalized, culturally rich and dynamic learning environment through quality teaching, research, and service The mission of the College of Nursing and Allied Health at Nicholls is to prepare students to contribute to a global society and a diverse workforce as productive, responsible and engaged citizens and as well-educated healthcare professionals to meet the healthcare needs of Louisiana and beyond is consistent with that of the university. The Department of Allied Health Sciences seeks to...meet the unique geographic and multicultural needs of the region and beyond through teaching, research and service. Its mission further states that the programs within the department seek to prepare... students to interpret and respond to changing regional, national and global societies.... Together, all entities the University, the College, the Department, and the Didactic Program in Dietetics, prepare graduates to function professionally and contribute positively to the region, state, nation, and world. 2. Program Curriculum The program provides dietetics students with the necessary knowledge and skills to complete the baccalaureate degree in dietetics--the first step in the process of becoming a Registered Dietitian while providing support for degrees in Nursing, Culinary Arts, Family and Consumer Sciences BFEI, BFED, GFCE, and GFCS, Athletic Training, Health Sciences Pre- Professional, and Biology Pre-Pharmacy. 2

6 2.1 Most Recent Curriculum Study a. When was the last time the faculty completed an in-depth study of this curriculum? The mission of the Commission on Accreditation for Dietetics Education (CADE) is to serve the public by ensuring the quality and continued improvement of dietetics education that reflects the evolving practice of dietetics. To assist CADE in achieving this mission, each Didactic Program in Dietetics undergoes a comprehensive assessment every five years (Program Assessment Report, PAR) and then five years later during the tenth year a selfstudy report is mandated for submission prior to an official CADE On-site Visit. The PAR document is submitted to CADE midway through the 10-year accreditation cycle which documents the comprehensive evaluation of the program including achievement of program goals, achievement of student learning objectives, and curriculum review. Nicholls DPD submitted their PAR to CADE in May The report was formally accepted in March 2010 at which time CADE granted Continuing Accreditation to the program at the baccalaureate level. The 2009 PAR submitted reflects the 2002 Eligibility Requirements and Accreditation Standards (ERAS) which were in effect when the program submitted the self-study required in preparation for the 2004 site visit. The ERAS guide the development of program goals, outcome measures, and student learning outcomes. Dietetics education programs are expected to have a planned curriculum that provides for achievement of student learning outcomes and expected competence of the graduate using Foundation Knowledge and Skills identified by the profession. Student Learning Outcomes reported in this University Program Review addresses the curriculum as it was since the 2005 Review, i.e., operating under the 2002 ERAS. Programs had the option of preparing the PAR using the 2002 ERAS and also providing an updated plan based upon the 2008 ERAS (updated guidelines reflecting current dietetics practice found in Table 2.1.a) to guide the program until the next self-study and site visit scheduled for This is the basis of the PAR that Nicholls DPD submitted. Included in the PAR is the Written Plan for Ongoing Assessment of DPD Learning Outcomes based upon the 2008 ERAS. This document guides data collection for the 2014 self-study and site visit. The explanation of the ERAS is included to illustrate the fact that didactic programs in dietetics are guided by accreditation standards and aim to provide the most up-to-date and appropriate educational experience possible to students. 3

7 Table 2.1a 2008 ELIGIBILITY REQUIREMENTS AND ACCREDITATION STANDARDS (ERAS) COMMISSION on ACCREDIATATION of DIETETICS EDUCATION Foundation Knowledge Requirements and Learning Outcomes for Didactic Program in Dietetics 1: Scientific and Evidence Base of Practice: integration of scientific information and research into practice KR 1.1. The curriculum must reflect the scientific basis of the dietetics profession and must include research methodology, interpretation of research literature and integration of research principles into evidence-based practice. KR 1.1.a. Learning Outcome: Students are able to demonstrate how to locate, interpret, evaluate and use professional literature to make ethical evidence-based practice decisions. KR 1.1.b. Learning Outcome: Students are able to use current information technologies to locate and apply evidence based guidelines and protocols, such as the ADA Evidence Analysis Library, Cochrane Database of Systematic Reviews and the U.S. Department of Health and Human Services, Agency for Healthcare Research and Quality, National Guideline Clearinghouse Web sites. 2: Professional Practice Expectations: beliefs, values, attitudes and behaviors for the professional dietitian level of practice. KR 2.1. The curriculum must include opportunities to develop a variety of communication skills sufficient for entry into pre-professional practice. KR 2.1.a. Learning Outcome: Students are able to demonstrate effective and professional oral and written communication and documentation and use of current information technologies when communicating with individuals, groups and the public. KR 2.1.b. Learning Outcome: Students are able to demonstrate assertiveness, advocacy and negotiation skills appropriate to the situation. KR 2.2. The curriculum must provide principles and techniques of effective counseling methods. KR 2.2.a. Learning Outcome: Students are able to demonstrate counseling techniques to facilitate behavior change. KR 2.3.The curriculum must include opportunities to understand governance of dietetics practice, such as the ADA Scope of Dietetics Practice Framework, the Standards of Professional Performance and the Code of Ethics for the Profession of Dietetics; and interdisciplinary relationships in various practice settings. KR 2.3.a. Learning Outcome: Students are able to locate, understand and apply established guidelines to a professional practice scenario. KR 2.3.b. Learning Outcome: Students are able to identify and describe the roles of others with whom the Registered Dietitian collaborates in the delivery of food and nutrition services. 3: Clinical and Customer Services: development and delivery of information, products and services to individuals, groups and populations KR 3.1.The curriculum must reflect the nutrition care process and include the principles and methods of assessment, diagnosis, identification and implementation of interventions and strategies for monitoring and evaluation. KR 3.1.a. Learning Outcome: Students are able to use the nutrition care process to make decisions, to identify nutrition related problems and determine and evaluate nutrition interventions, including medical nutrition therapy, disease prevention and health promotion. KR 3.2 The curriculum must include the role of environment, food, nutrition and lifestyle choices in health promotion and disease prevention. KR 3.2.a. Learning Outcome: Students are able to apply knowledge of the role of environment, food and lifestyle choices to develop interventions to affect change and enhance wellness in diverse individuals and groups KR 3.3. The curriculum must include education and behavior change theories and techniques. KR 3.3.a. Learning Outcome: Students are able to develop an educational session or program/educational strategy for a target population. 4

8 4: Practice Management and Use of Resources: strategic application of principles of management and systems in the provision of services to individuals and organizations KR 4.1.The curriculum must include management and business theories and principles required to deliver programs and services. KR 4.1.a. Learning Outcome: Students are able to apply management and business theories and principles to the development, marketing and delivery of programs or services. KR 4.1.b. Learning Outcome: Students are able to determine costs of services or operations, prepare a budget and interpret financial data. KR 4.1.c. Learning Outcome: Students are able to apply the principles of human resource management to different situations and groups. KR 4.2. The curriculum must include content related to quality management of food and nutrition services. KR 4.2.a. Learning Outcome: Students are able to apply safety principles related to food, personnel and consumers. KR 4.2.b. Learning Outcome: Students are able to develop outcome measures, use informatics principles and technology to collect and analyze data for assessment and evaluate data to use in decision-making KR 4.3. The curriculum must include the fundamentals of public policy, including the legislative and regulatory basis of dietetics practice. KR 4.3.a. Learning Outcome: Students are able to explain the impact of a public policy position on dietetics practice. KR 4.4. The curriculum must include content related to health care systems administration. KR 4.4.a. Learning Outcome: Students are able to explain the impact of health care policy and different health care delivery systems and current reimbursement issues, policies and regulations on food and nutrition services. 5. Support Knowledge: knowledge underlying the requirements specified above. SK 5.1. The food and food systems foundation of the dietetics profession must be evident in the curriculum. Course content must include the principles of food science and food systems, techniques of food preparation and application to the development, modification and evaluation of recipes, menus and food products acceptable to diverse groups. SK 5.2. The physical and biological science foundation of the dietetics profession must be evident in the curriculum. Course content must include organic chemistry, biochemistry, physiology, genetics, microbiology, pharmacology, statistics, nutrient metabolism, and nutrition across the lifespan. SK 5.3. The behavioral and social science foundation of the dietetics profession must be evident in the curriculum. Course content must include concepts of human behavior and diversity, such as psychology, sociology or anthropology. 5

9 b. If one has been completed within the past five years, list the changes that have taken place in the curriculum. Since the last University Program Review (2005) curriculum changes occurred. Table 1 Comparison of Nicholls State University Dietetics Curricula and the discussion that follows provide explanation. TABLE 2.1b. Comparison of Nicholls State University Dietetics Curricula FRESHMAN YEAR Sem. Hrs. SOPHOMORE YEAR Sem. Hrs. BIOL 114, 115 (GER), 116, ACCT CHEM 101 (GER) 3 AHSC ENGL 101, 102 (GER) 6 CHEM 208 (GER) 3 DIET 101, 111, DIET 215, 264, Freshman Seminar Course (UR) 1 ECON 255 (GER) 3 MATH 101 (GER) 3 ENGL Literature Elective (GER) 3 CMPS HIST 101, 102 or 150, 151 (GER) 6 Concentration Courses(See footnote 1 or 2 below) 3 H&PE Activity 2 34 MATH NURS Concentration Courses(See footnote 1 or 2 below) JUNIOR YEAR Sem. Hrs. SENIOR YEAR Sem. Hrs. ART ELEC (GER) 3 AHSC 436, BIOL DIET 330, 404, 459, DIET 301, 316, 318, ENGL FACS 262 (OCR) 3 Concentration Courses 3-7 PSYC Elective 3 (See footnote 1 or 2 below) Concentration Courses(See footnote 1 or 2 below) 6-9 Total Hours Required for Degree: with 1 General Dietetics Concentration (DIET): 124 with 2 Culinary Nutrition Concentration (DICN): General Dietetics Concentration (DIET) 17 hours required DIET 215 MNGT 301 FACS 458 MKTG 300 FACS 459 SOCI 151 (GER) H&PE Elective 2 Culinary Nutrition Concentration (DICN) 27 hours required CULA 111 CULA 250 CULA 219 CULA 279 CULA 221 CULA 429 CULA 222 CULA 490 CULA 230 SOCI (300 or above) (GER) CULA

10 FRESHMAN YEAR Sem.Hrs. SOPHOMORE YEAR Sem.Hrs. BIOL 114, 115 (GER), 116, BIOL ENGL 101, 102 (GER) 6 CHEM 101 (GER), DIET CMPS 101 (CLR) 3 HPED Elective 2 DIET 120, 200, 201, 215, MATH 101 (GER) 3 HIST Electives (GER) 6 PSYC Elective 3 MATH 214 (GER) 3 SOCI 151 (GER) 3 32 Freshman Seminar (UR) 1 29 JUNIOR YEAR Sem.Hrs. SENIOR YEAR Sem.Hrs. DIET 301, 305, 316, 330, 390, Fine Arts Elective (GER) 3 ECON 255 (GER) 3 AHSC ENGL Literature Elective (GER) 3 DIET 404, 416, 418, 419, 450, 451, 459, FCED 262 or SPCH 101 (OCR) 3 ENGL MKTG GEOG MNGT NURS Total Hours Required for Degree: The most significant need for changes in the curriculum was to meet the updated competencies addressed in CADE s 2008 standards (ERAS). The transfer in May 2004 of the Didactic Program in Dietetics from the Department of Family and Consumer Sciences (FACS) to the Department of Allied Health Sciences facilitated this modification. While housed in the FACS Department, the dietetic program was required to meet accreditation requirements of the American Association of Family and Consumer Sciences before meeting the requirements of CADE. This meant that twelve of the 123 hours in the curriculum at that time were unavailable for meeting CADE accreditation-required competencies. In anticipation of the transfer to the Department of Allied Health Sciences, the dietetics faculty instituted several changes which first appeared in the university catalog. These included creation of DIET 101 Introduction to Dietetics, DIET 330 Health Beliefs and Practices in a Diverse Society, and requirement of ENGL 468 Technical Writing for the Sciences rather than offering an option of ENGL 368 Technical Writing or ENGL 468. Another need for changes in the curriculum was to address the updated 2008 ERAS Foundation Knowledge Requirements and Learning Outcomes for Didactic Programs in Dietetics. These changes include: 1. Addition of DIET 201 Applied Nutrition Laboratory addresses more application of knowledge and use of technology in dietetics practice. This was added in part as a response to student course evaluations indicating a need to learn more application of introductory nutrition concepts earlier in the curriculum. 7

11 2. DIET 305 Nutrition in the Life Cycle was created to specifically address this area of nutrition. The content could not be taught adequately in the combined nutrition courses existing in the curriculum prior to its creation. 3. DIET 330 Health Beliefs and Practices in a Diverse Society increases students depth of knowledge regarding cultural competency. Course is open to all majors providing a multidisciplinary setting which also addresses a CADE competency. 4. Clinical content of selected courses was reconfigured to reflect current Standard of Practice in Nutrition Care, e.g., the Nutrition Care Process, use of the American Dietetic Association s Evidence Analysis Library, and replacing Diet Therapy with Medical Nutrition Therapy. As always progression of learning, course rigor, and depth and breadth of knowledge received attention. The result of these endeavors was the renumbering of DIET 310 Advanced Nutrition to DIET 410; creation of DIET 416 Medical Nutrition Therapy; renumbering and renaming DIET 318 Diet Therapy and DIET 320 Diet Therapy Laboratory to DIET 418 Medical Nutrition Therapy II and DIET 419 Medical Nutrition Therapy II Laboratory. 5. DIET 450 Special Topics (1 hr) and DIET 451 Special Topics (2hrs) were created to address ERAS Foundation Knowledge Requirement 1: Scientific and Evidence Base of Practice: integration of scientific information and research into practice. The topics chosen will reflect current trends in dietetics practice and emphasize the fundamentals of the research process. As their project in DIET 451, students are required to participate in the Poster Presentation session of the Louisiana Dietetic Association s annual Food & Nutrition Conference and Expo. 6. GEOG 401 Medical Geography expands upon the DIET 390 Community Nutrition content related to epidemiology and public health learning experiences. The opportunity this course provides for students to collaborate in a multidisciplinary setting also addresses one of the competencies identified by CADE. Because the basic accounting functions typically encountered by dietetics professionals are addressed in DIET 301 Institutional Planning and Purchasing, DIET 316 Organization and Management, DIET 390 Community Nutrition, and DIET 404 Quantity Food Production, ACCT 205 Introduction to Financial Accounting was deleted. The course numbers of DIET 101 Orientation to the Dietetics Profession, DIET 490 Community Nutrition and DIET 310 Advanced Nutrition were changed to DIET 120, 390 and 410; this is an accurate reflection of the progression of learning within the curriculum and depth of knowledge represented in each course. With the elimination of the University s Humanities requirement for a History Sequence (6 credit hours) the faculty opted for History Electives (6 credit hours). This benefits the program procedurally as students regularly enter the program as 1) transfers from other universities, 2) degree-holders in other disciplines or 3) change-of-major from within Nicholls. This change has eliminated the need for submitting numerous course substitution forms. Two concentrations General Dietetics (DIET 124 hours) and Culinary Nutrition (DICN 132 hours) were offered between AY. Due to the limited interest in Culinary Nutrition, the dietetics faculty decided to eliminate the concentrations and offer Dietetics as the stand-alone major. Since the Culinary Nutrition concentration was first offered, only four students enrolled in the concentration with one student completing the DICN curriculum. When students express an interest in culinary arts, faculty members discuss the feasibility of earning an Associate degree or minor in Culinary Arts. 8

12 2.2 Major/Minor: a. How many hours in this curriculum constitute a major? The dietetics curriculum requires 124 credit hours to graduate, with 70 of those credits constituting the major (4 hours of 100 level; 21 hours of 200 level; 22 hours of 300 level, and 23 hours of 400 level courses). With the recent changes for the catalog, the curriculum will only require 120 hours reflecting the 2010 Louisiana Board of Regents mandate. The reduction in total hours was achieved by adjustments in the General Education Requirements (See Dietetics Curriculum , pg. 7). b. Does this curriculum require or provide a minor? No minor in Dietetics is offered by the program. 2.3 Student Learning Outcomes and Assessment (Specifically from Departmental Annual Plans): a. What are the student learning outcomes for this academic program? Student Learning Outcomes for Didactic Programs in Dietetics are guided by the Commission on Accreditation of Dietetics Education (CADE). Table 2.1.a. (pg. 4) 2008 Eligibility Requirements and Accreditation Standards (ERAS), Commission on Accreditation of Dietetic Education, Foundation Knowledge Requirements and Learning Outcomes for Didactic Programs in Dietetics presents the most up-to-date expectations of the accrediting body. Current data collection in Nicholls program reflects the 2008 ERAS and will be followed in preparation for the next Self-Study and Site Visit by CADE scheduled in The Student Learning Outcomes assessed in the DPD s 2009 submission to CADE are based upon the 2002 ERAS as reflected in Table 2.3. These were the requirements in effect during the period reported in this University Program Review. b. How are they assessed and what have been the results of this assessment during the past five years? CADE expects a thorough review of each student learning objective as noted in the template provided to dietetic programs (pg. 4). Assessment methods and expected outcomes are delineated in Column 1 of each student learning outcome. A description of types of qualitative and quantitative data collected to assess outcome, including response rate and when data is reported in Column 2. A summary of feedback and data collected over the past five years is provided in Column 3. Pertinent findings regarding the achievement of Student Learning Outcomes are included and an opportunity to explain why an outcome can be included. Of the eight (8) Student Learning Outcomes, six (6) have been met (Outcomes 1, 2, 3, 4, 5, and 8). A review of Student Learning Outcomes 6 and 7 follow. In regard to Item 6.1 Satisfactory completion of senior assessment exam (Practice RD Exam) it must be explained that this exam is designed for individuals in the final months of, or who have completed, a post-baccalaureate dietetic internship. Because of this expecting a dietetics senior to score 70% or better is rather unrealistic. Faculty believe that the improvement in scores seen since the exam was first administered is a positive sign that efforts to enhance the curriculum in the past few years is having the desired effect on student learning. In regard to the remainder of Student Learning Outcome #6, the faculty compares the comprehensive final exam to course syllabi to ensure that the exam is reflective of instruction. Students evaluated the course (SIRS) twice during the period under review and responses have not indicated clear reasons for difficulty with the final exam. Textbook review is ongoing in an effort to select a text that may be more accessible to students. 9

13 Components 7.1 and 7.3 of Learning Outcome #7 The student will demonstrate knowledge of organization and management in a food service facility have been met. These two items directly reflect course instruction. Component 7.2 Satisfactory completion (score of 70% or above) of senior assessment exam is another example of the situation discussed in Component 6.1. In regard to the use of the RD Practice Exam, the faculty have discussed the feasibility of developing their own senior exit exam; time constraints demand utilization of the RD Practice Exam already available. A trend of improved scores overall is a positive sign that the curriculum changes and teaching methods have been strengthened. The faculty are considering a re-wording of the assessment method outcome measure. c. Give specific examples of how these assessment results have been used to improve the academic? (Give specific examples of improvements made during the last five years as reflected in the annual plans or other departmental actions (ex. Change in curriculum, change in course content, addition of classroom experiences, change in learning outcomes, etc.) (See Section 2.1b narrative and Table 2.3 below) 10

14 Table 2.3. Student Learning Outcomes Student Learning Outcome #1: The student will demonstrate knowledge of the fundamentals of marketing food and nutrition services. 1. Assessment methods used and expected outcome Minimum score of 70% on marketing projects completed in FACS/DIET 404 and FACS 490/DIET Description of types of qualitative and quantitative data collected to assess outcome, including response rate and when data was collected Scores earned on projects identified in Column % of student scores are available at completion of course. 3. Summary of feedback and data collected over past five years Average score on project in FACS 490/DIET 390 over the past 5 years is 99. Marketing project in FACS/DIET 404 was reassigned to DIET 316 Organization and Management when DIET 404 began to be taught in the campus dining hall. 100% of the scores on the project containing a marketing plan was 80% or above. This outcome measure goal has been met. Describe the comparison between Column 1 above and Column 3 above. Include all pertinent findings. Based on the criteria selected to demonstrate acquisition of knowledge regarding the marketing of food and nutrition services, i.e., project in FACS 490/DIET 390 and DIET 316 the desired outcome has been achieved. When the curriculum is reviewed to meet 2008 ERAS the measure may be modified. Is the program achieving this learning outcome? Yes X No If program is not achieving this learning outcome, explain the process used to identify factors that might have contributed to not achieving this outcome. N/A Student Learning Outcome #2: The student will demonstrate competency in interviewing and counseling skills. 1. Assessment methods used and expected outcome Minimum score of 70% on final exam in FACS 320/DIET 418 and FACS 490/DIET 390. On-site Supervisor s Evaluation/Instructor s Clinical Evaluation of interviewing skills during FACS 497 Internship/DIET 495 Practicum with a minimum score of 70%. 2. Description of types of qualitative and quantitative data collected to assess outcome, including response rate and when data was collected Scores earned on exam and evaluations are collected from faculty when course ends. 3. Summary of feedback and data collected over past five years Didactic learning occurred in FACS 320/DIET 418 while evaluation of skills were completed in FACS 497/DIET 495. Scores for FACS 490/DIET 390 reveal that 89% of students scored 70% or higher on final exam. The average score on interviewing skills as evaluated by supervisors during FACS 497 Internship/DIET 495 Practicum was 96 %. The outcome measure goal was met. 11

15 Describe the comparison between Column 1 above and Column 3 above. Include all pertinent findings. Evaluation of the scores indicates that the students have been achieving this goal. Outcome measure may be revised to meet 2008 ERAS. Is the program achieving this learning outcome? Yes X No If program is not achieving this learning outcome, explain the process used to identify factors that might have contributed to not achieving this outcome. N/A Student Learning Outcome #3 : The student will plan and present lessons as a means of developing effective verbal and written communication skills. 1. Assessment methods used and expected outcome Minimum score of 70% on mini-lessons completed FACS 458. Minimum score of 70% on mini-lessons completed in FACS 490/DIET Description of types of qualitative and quantitative data collected to assess outcome, including response rate and when data was collected Scores available for tabulation at completion of each semester. FACS 458 deleted from curriculum in Scores from 26 students completing degrees in the catalog were tallied. Scores earned on mini-lessons are available when course is completed. In Fall 2006 the course content was changed to include a community education project that incorporated written lesson planning and presentation of a community education program. Scores available from faculty when course is completed. 3. Summary of feedback and data collected over past five years Of the 26 students, 89% (23) scored a 70 or above on the mini-lessons in FACS 458 meeting the outcome measure goal. 100 % of students from Fall 2006, 2007, 2008 DIET 390 classes earned >70% on the community education projects provided by faculty member hired in Fall Minimum score of 70% on mini-lessons completed in FACS 497/DIET 495. All students scored a minimum of 90% on the inservice presented. Describe the comparison between Column 1 above and Column 3 above. Include all pertinent findings. Include all pertinent findings. Available data indicate that students are meeting the outcome measure for this student learning outcome. Is the program achieving this learning outcome? Yes X No If program is not achieving this learning outcome, explain the process used to identify factors that might have contributed to not achieving this outcome. N/A 12

16 Student Learning Outcome # 4: The student will demonstrate the ability to conduct nutritional assessments. 1. Assessment methods used and expected outcome 2. Description of types of qualitative and quantitative data collected to assess outcome, including response rate and when data was collected Scores earned on case studies provided by faculty at completion of semester. Scores for FACS 320/DIET 418 are provided at the completion of the semester. 3. Summary of feedback and data collected over past five years Minimum score of 70% on case studies completed in FACS 497/DIET 495. The average score on case studies in FACS 497/DIET 495 is 86% and meets goal. Minimum score of 70% on case studies 100% of students have scored 80% or above on case studies completed in FACS 320/DIET 418. completed in Spring 2006, 2007, 2008, 2009 provided by faculty member hired in Fall Describe the comparison between Column 1 above and Column 3 above. Include all pertinent findings. Include all pertinent findings. Evaluation of DIET 495 case studies reveals that the outcome is satisfactory. Initiation of didactic learning for conducting Nutritional Assessments is taught in DIET 201, and has been incorporated into DIET 416.Faculty will review the appropriateness of the current assessment method. Is the program achieving this learning outcome? Yes X No If program is not achieving this learning outcome, explain the process used to identify factors that might have contributed to not achieving this outcome. N/A Student Learning Outcome #5: 1. Assessment methods used and expected outcome Minimum score of 70% on final exam in FACS 490/DIET 390. The student will identify resources for delivery of nutrition care in community programs. 2. Description of types of qualitative and quantitative data collected to assess outcome, including response rate and when data was collected Scores earned will be collected by faculty at completion of semester for Fall 2004-Fall Summary of feedback and data collected over past five years 89% of 39 students enrolled scored 70% or higher: 12 (34%) scored %; 13 (37%) scored 80%-89%; 6 (17%) scored 70-79%; and 4 (11%) scored 69% or below. Currently outcome measure goal is not met. Describe the comparison between Column 1 above and Column 3 above. Include all pertinent findings. 11% of students did not score 70% or better on the final exam. Is the program achieving this learning outcome? Yes X No If program is not achieving this learning outcome, explain the process used to identify factors that might have contributed to not achieving this outcome. N/A 13

17 Student Learning Outcome #6: The student will demonstrate basic knowledge of food science and nutrition in health and disease. 1. Assessment methods used and expected outcome 6.1 Satisfactory completion of senior assessment exam (Practice RD Exam). 6.2 Minimum score of 70% on FACS 264/DIET 264 on final exam. 6.3 Minimum score of 70% on FACS 318/DIET 418 final exam. 2. Description of types of qualitative and quantitative data collected to assess outcome, including response rate and when data was collected Score for entire Practice RD Exam is available at its completion each semester. Scores are obtained from faculty at completion of course. Scores are obtained from faculty at completion of course. 3. Summary of feedback and data collected over past five years A steady improvement in the average score has been seen since the Practice RD Exam was first administered to graduating seniors in The average score in 2005 was 48%.The graduates in the class scored an average of 65%. 69% of the 48 students completing FACS/DIET 264 scored 70% or higher on the final exam. Does not meet goal. Data for students scoring a minimum of 70% by year: 2004: 93% (14/15) 2005: missing data 2006: 42.8% (6/14) 2007: 100% (6/6) 2008: 100% (7/7) 2009: missing data 2010:67% (8/12) Total : 76% (41/54) Did not meet target goal. Describe the comparison between Column 1 above and Column 3 above. Include all pertinent findings. 6.1 A steady improvement in outcome on the RD Practice Exam (senior exit exam) is a positive sign. Progress continues to be monitored. 6.2 Sixty-nine percent of students met the minimum score criteria for the Food Science final exam, not yet meeting the 100% target. 6.3 Target goal has not yet been met. Scores from 2004 and the missing data from 2005 are from an instructor no longer employed in the program. The low scores from the 2006 class may be reflective of the lack of preparation identified by the new faculty member who came to the program with more teaching and practical experience. In subsequent years, the scores may be reflective of improved preparation for upper level courses related to increased rigor of all courses and improvement in progression of learning with enhanced prerequisite requirements. Is the program achieving this learning outcome? Yes No X 14

18 If program is not achieving this learning outcome, explain the process used to identify factors that might have contributed to not achieving this outcome. 6.1 The RD Practice Exam is designed for individuals who have completed a post-baccalaureate dietetic internship. Use of it in an undergraduate program serves as a general assessment for faculty. Scores will be reviewed in terms of the food science domain specifically to identify needs that can be addressed in DIET 111, 215, and Faculty compares comprehensive final to course syllabi content to ensure exam is reflective of instruction. Students evaluate the course in a rotation chosen by administration. In the past 5 years the course has been evaluated twice. No student responses have indicated clear reasons for non-performance in the course. Faculty have identified that this course may be better suited to a later semester in the curriculum as students may benefit from completion of other foods courses and an increase in academic maturity. A textbook review for this course is taking place in preparation for the implementation of the 2008 ERAS. 6.3 Review of student course achievement, informal student interviews, faculty meeting discussions regarding advising, and program work on curriculum review including syllabi and course content evaluations were employed to identify preparation course rigor and the need to revise course prerequisites to better control student progression of learning through the curriculum. Examples of how these assessment results have been used to improve the academic program: 6.1 The Practice RD exam is designed for individuals who have completed a dietetic internship. Use of it with undergraduates serves as a general assessment for faculty. Faculty aim to see a steady improvement in scores. Since it was first administered in 2005 the average overall score has gone from 48% to 65% in the class which is positive. 6.2 Scores between Fall 2009 and Fall 2010 ranged from 61 to 96 with eight of twelve (67%) of students scoring above 70%. Faculty member responsible for the course is studying ways to teach more effectively to improve the test results short of reducing the rigor of the course. 6.3 Faculty continues to monitor course results to determine if final exam is representative of course content. Student Learning Outcome #7: The student will demonstrate knowledge of organization and management in a food service facility. 1. Assessment methods used and expected outcome 7.1 Minimum score of 70% on project completed in FACS/DIET Satisfactory completion (score of 70% or above) of senior assessment exam. 2. Description of types of qualitative and quantitative data collected to assess outcome, including response rate and when data was collected Scores of all students completing the course are available from faculty upon completion of semester. Scores from the Practice RD Exam are available for 31 graduates (Spring 2005-Spring 2009). Exam was administered each semester during each student s final semester but some forgot to complete it. It is now administered in DIET 495 Practicum in Dietetics which is completed in the final semester. Having it assigned to a specific course makes it easier for faculty to maintain the records. 3. Summary of feedback and data collected over past five years 100% of students enrolled in FACS/DIET 404 during Fall 2004 and Fall 2005 scored over 70% on the selected project achieving the expected outcome. The project was reassigned to DIET 316 Organization & Management in Spring % of students scored over 70% meeting the expected outcome. A steady improvement in the average score has been seen since the practice RD exam was first administered to graduating seniors in The average in 2005 was 48%; the average score in 2009 was 65%. Does not yet meet target goal. 15

19 7.3 Minimum score of 70% for on-site supervisor s evaluation of management rotation in FACS 497/DIET 495. Scores are available from faculty following completion of course. Average score of the 36 students whose scores were available was 94%. Meets target goal. Describe the comparison between Column 1 above and Column 3 above. Include all pertinent findings. 7.1 Expected outcome was achieved. 7.2 The improvement in the average exit exam score has been improving since 2005 a positive finding. 7.3 Expected outcome was achieved. Is the program achieving this learning outcome? Yes No X If program is not achieving this learning outcome, explain the process used to identify factors that might have contributed to not achieving this outcome. 7.2 The RD Practice Exam is designed for individuals who have completed a post-baccalaureate dietetic internship. Use of it in an undergraduate program serves as a general assessment for faculty. Scores will be reviewed in terms of the management domain in the exam to identify needs that can be addressed in DIET 301, 316, and 404. Examples of how these assessment results have been used to improve the academic program: 7.2 Regular review of course content, assignments and exams insures that courses are meeting current needs in dietetics. Student Learning Outcome #8: The student will demonstrate the ability to become an advocate for issues affecting the dietetics profession. 1. Assessment methods used and expected outcome 2. Description of types of qualitative and quantitative data collected to assess outcome, including response rate and when data was collected Scores available from faculty upon completion of course. Scores available from faculty upon completion of course. 3. Summary of feedback and data collected over past five years Minimum score of 70% on public policy project completed in FACS/DIET 459. Minimum score of 70% on final exam in FACS 490/DIET 390. Describe the comparison between Column 1 above and Column 3 above. Include all pertinent findings. Include all pertinent findings. These results suggest that the graduates will be able to impact the legislative process as it relates to issues affecting the dietetics profession. Is the program achieving this learning outcome? Yes X No If program is not achieving this learning outcome, explain the process used to identify factors that might have contributed to not achieving this outcome. N/A All students scored 70% or above. Students average score was 88%. Target goal has been met. All students scored 70% or above. Average score on final exam was 83%. Target goal has been met. 16

20 2.4 General Education Requirements (See Appendix B): a. List those courses in your curriculum which may be completed to fulfill general education requirements. Describe your faculty participation in General Education Requirements (if applicable), for example Service Core Courses. ENGLISH COMPOSITION: From ENGL 101, 102. Each student shall fulfill English Competency requirements by earning a C or better in 102. FINE ARTS: From any art or Music course, or from Fine Arts Elective or SPCH 300 HUMANITIES: 6 hours from HIST electives; 3 hours from 200+ ENGL literature elective MATHEMATICS: From MATH 100 or 101;MATH 214 NATURAL SCIENCES: BIOL 114, 115, 116, 117 NATURAL SCIENCES: CHEM 101 SOCIAL & BEHAVIORAL SCIENCES: PSYC Elec; SOCI 151; ECON 255 WRITING-INTENSIVE Course: ENGL 468 Total General Education Requirements Students are also required to meet University requirements by the successful completion of University Prep 101; a compute course; and an oral communication requirement of FCED 262 or SPCH hours 3 hours 9 hours 6 hours 8 hours 3 hours 9 hours 3 hours 47 hours 7 hours Several of the Dietetics courses taught by the faculty do provide Service Core Courses for selected majors as follows: DIET 200 Applied Nutrition -- required course in Athletic Training (ATTR), Health Sciences Pre-Professional Concentration (AHPR) and Nursing (NURS). The Dean of the College of Nursing and Allied Health requires that this course be taught by a registered dietitian (RD), a condition met by all dietetics faculty. o This course is also a recommended elective for Pre-Dental Hygiene (PDHY). Culinary Arts majors (CABS and CAAS) are required to choose between DIET 111 and DIET 200. Biology Honors students also enroll in this course. o Overall approximately 150 to 175 students enroll each semester in DIET 200. To meet this need the full-time dietetics faculty teach one to two sections of the course in the traditional format each semester. The adjunct dietetics faculty member teaches two online sections fall and spring semester and one section each summer. Enrollment in DIET 111 Food & Nutrition averages 70 students each semester. It is a required course for FACS majors (BFED, BFEI, FCED, GFCE, and GFCS) and meets a requirement for the Culinary Arts majors who may choose to take DIET 111. Since Fall 2006, 28% of students enrolled in DIET 111 were FACS majors and 27% were culinary arts majors. DIET 215 Meal Management has also been required for FACS majors (BFED, BFEI, GFCE and GFCS) majors. Between Fall 2006 to Spring 2010, 56% of students enrolled in DIET 215 have been FACS majors. DIET 264 Food Science a course with lecture and a laboratory component, has been required in Culinary Arts. Fifty-percent (50%) of the students enrolled have been culinary arts majors. The Bachelor of Science Degree in Family and Consumer Sciences 17

21 Education added DIET 264 Food Science to the curriculum effective with the catalog. DIET 305 Nutrition in the Life Cycle is a required course for Health Sciences Pre- Professional (AHPR) majors; being open to all students who have completed DIET 200, enrollment has also included majors in Athletic Training (ATTR), Nursing (NURS), Biology - Pre-Physical Therapy (BIOP), Biology - Pre-Occupational Therapy (BIOO), and Biology - Pre-Pharmacy (PPHA). b. Explain how courses in your curriculum which are NOT designated as General Education Courses reinforce or supplement the General Education goals and learning outcomes. Beside meeting dietetics-specific competencies as directed by CADE s accreditation requirements, the dietetics curriculum reinforces the university s General Education Requirements making a sound contribution as noted in Appendix B. In addition, the rigor of CADE s requirements guarantees that undergraduate education in dietetics goes beyond the General Education Core Proficiencies and addresses several Breadth-of-Knowledge Areas as identified in Appendix B Anticipated Changes: What changes, if any are planned in the program curriculum during the next several years? Be specific. Why are these changes planned? How will these changes affect enrollment, staffing and costs? The growing enrollment in the dietetics program (42% increase between 2008 and 2010; 60% increase between 2009 and 2010) is expected to continue. Changes in course delivery employing technology and or hybrid courses are anticipated to facilitate the instruction of the additional majors. The past five years have seen important changes made to the dietetics curriculum making it more dietetics-specific and relevant. The faculty will continue monitoring course content visà-vis developments in the profession and subsequent changes in competencies and their relationship to the needs of the region, state, nation, and the world. Changes will be made as necessary. 3. Program Rationale 3.1 Similar Programs Nearby: List similar programs and the names of institutions (public and private) offering the same or a similar program within a 100-mile radius. Nicholls is the only four-year university in the 3 rd Congressional District and the only university in southeast Louisiana offering an accredited undergraduate program in dietetics. As such, it is the only undergraduate dietetics program serving the Hammond and New Orleans areas. Being within a reasonable distance from New Orleans, the dietetic internship director at Tulane University recommends Nicholls program to individuals who inquire about completing a didactic program in dietetics in hopes of applying to Tulane. Over the past five years three of these individuals have earned a second degree in dietetics from Nicholls. As of the Fall 2010 semester three additional students were directed to Nicholls from Tulane s dietetic internship director and are enrolled as dietetic majors. Currently, there are only three (3) institutions offering an accredited Didactic Program in Dietetics within approximately 100 miles of Nicholls: 1) Louisiana State University, 2) Southern University Baton Rouge, and 3) University of Louisiana at Lafayette. 18

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