Learning Outcomes

At the completion of baccalaureate degree studies in the Dietetics Program, students will have mastered the following FN program learning outcomes:  

1. Acquire knowledge of biological and chemical concepts and apply these concepts to food and nutrition science.
2. Develop critical thinking and quantitative analysis skills needed to investigate food and nutrition science problems.
3. Demonstrate effective oral and written communication skills and the ability to work effectively within groups.
4. Demonstrate competent use of a variety of laboratory techniques and instruments to investigate food and nutrition science problems.
5. Plan and evaluate various menus and diets for individuals and groups that emphasize optimal nutrition for promotion of health.
6. Acquire food safety knowledge and apply principles of the Hazard Analysis Critical Control Point (HACCP) system to prevent foodborne illness.
7. Apply knowledge and skills necessary for quantity food production and management of a foodservice establishment.
8. Acquire knowledge required to pursue post-graduate dietetics internship. 

Annual Report

Learning Outcomes assessed this year  

F&N faculty focused on one learning outcome across all undergraduate and graduate programs.  The learning outcome addressed this year was:
 
#3.  Demonstrate effective oral and written communication skills and the ability to work effectively within groups
 
In particular, the faculty addressed students’ written communication skills at several places in the curriculum.

In addition, the learning outcomes for the dietetics program were reviewed and revised  

 Assessment Methods and Procedures 

The F&N faculty approached assessment activities in a more systematic manner this year.  Assessment was discussed at 3 faculty meetings throughout the academic year.  The learning outcomes of focus this year were determined in the fall semester.  Faculty saved appropriate samples of student work from a variety of courses during both fall and spring semesters.  During finals week of spring semester, a special 3 hour faculty work session was devoted to assessment.
 
The learning outcomes have not been reviewed in a number of years.  Learning outcomes were updated, and consolidated.  New learning outcomes proposed follow: 

1. Demonstrate knowledge of biological, chemical and physical science concepts and apply these concepts to food and nutrition science.
2. Develop critical thinking and analysis skills needed to investigate food and nutrition science problems.
3. Demonstrate effective oral and written communication skills and the ability to work effectively within groups.
4. Demonstrate competent use of a variety of appropriate techniques and instruments to investigate food and nutrition science problems.
5. Demonstrate nutritional assessment, diagnosis, and the ability to plan, evaluate and implement nutrition interventions and programs for individuals as well as groups.
6. Demonstrate knowledge and professional development appropriate for post-graduate dietetics internships, graduate programs and other professional endeavors.

The focus of program assessment this year was written communication skills.  In particular we were interested in reviewing where in the curriculum students are required to write, and how effectively students mastered writing assignments at various stages of the program.   The writing samples chosen for review were intended to demonstrate the range of writing competence rather than average.
 
Faculty evaluation of samples of writing from courses throughout the program
Faculty brought several samples of writing assignments completed by students during the past academic year.  At least 3 examples of each assignment were evaluated: an example that was outstanding, an example that reflected average quality; and an example that was less than average in quality.  Approximately 15-20 examples of writing assignments from 200-400-level through graduate-level courses were evaluated by the faculty at the work session.  A more general discussion of how all students performed on specific writing assignments was also included.   Attention was given to the progression of writing skills across the curriculum.

Review of required writing assignments throughout the program
Each F&N course from 200 to 400-level and graduate-level was reviewed for writing related activities.  Faculty who typically teach each course described the type of writing activities required.  The faculty members also articulated the types of writing styles appropriate for the curriculum as well as expectations.   

Inferences from Assessments

As intended, the writing assignments evaluated demonstrated a range in competence.  Of particular interest were samples that didn’t meet expectations.  Ways to improve writing competence were discussed.  It was concluded that more formal writing assignments and consistency in writing assignments across the curriculum would lead to improved writing skills.  Assumptions about writing skills developed in courses outside the F&N program were discussed.  For example, writing lab reports that include hypothesis generation and experimental methods have in the past been required in chemistry courses as well as our food science laboratory courses (F&N 207 and F&N 431).  Fewer formal lab reports are being required in courses outside of the F&N curriculum so we will need to adjust assignments within the F&N curriculum.  In addition, students’ understanding of plagiarism, what is learned in other courses and the need to reinforce definitions and examples in F&N courses was a topic of discussion.
 
Articulation of the types of writing styles appropriate to the curriculum was very useful. Students in the F&N programs need to be exposed to and demonstrate some competence in a variety of writing styles such as: scientific writing (e.g. style used for journal manuscripts and lab reports), writing appropriate for grants; writing styles appropriate for clinical settings (legal medical documentation), and writing for the lay public.  Students in the F&N programs are currently exposed to all of these writing styles.  However, earlier exposure and more opportunity to further develop these writing skills would be desirable.
 
Writing assignments in each course within the F&N curriculum were discussed.  It was very useful to focus on only one learning outcome – and to follow the continuity and development of skills as student’s progress through the program.  There are currently many opportunities for students to develop writing skills throughout the F&N curriculum.  In general, the writing samples reviewed met expectations, with several exceptional examples.  However, it was concluded that improvements can always be made. With a concerted effort to improve writing skills across the curriculum, and stressing writing skills in courses at the 200 and 300-level, it is likely that the number of students who do not develop satisfactory writing skills will diminish, and the overall quality of student writing will improve.

Actions Taken/Program Improvements  

Each course within the F&N curriculum was reviewed in terms of writing assignments.  It was very useful to focus on only one learning outcome – and to follow the continuity and progression of activities as student’s progress through the program.  The faculty members concluded that writing projects in the 400 level courses are adequate – however by adding additional assignments in earlier courses such as F&N 210 and 212, and more formal writing products in the 300-level courses, the quality of writing in the F&N 400-level courses will likely improve.  
 
Two additional observations grew out of the evaluations and discussions:  1) Students should be required to find and read more research journal articles throughout the curriculum.  This activity will not only improve critical thinking skills and content knowledge, but also aid in the development of writing skills; 2). Students as seniors still struggle with referencing styles and formatting in formal writing assignments.  
 
  Specific Actions/Program Improvements  

1. Adjust existing writing assignments or add new assignments to 200 and 300-level F&N courses to provide more opportunities for formalized writing earlier in the curriculum. 
2. Require the reading and critical review of research journal articles in all F&N courses 
3. Use 1 or 2 common referencing and writing styles for all formal writing assignments in the curriculum so that students are familiar with the format by the time they write their senior research proposal and term papers. 
4. Re-evaluate this learning outcome in 2-3 years.