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California State University, Chico

Didactic Program in Dietetics

Self-Study Report for Continued Accreditation

for

The Commission on Accreditation for Dietetics Education (CADE)

December 13, 2010

Application for Accreditation Cover Pages -- CADE 2008 ERAS Didactic Programs in Dietetics

Report being submitted (check one):

Self-Study Report for New Program Application – Eligibility Requirements

Self-Study Report for New Program Application – Accreditation Standards

Interim Report for New Program Accreditation

X Self-Study Report for Continued Accreditation

Interim Report for Continued Accreditation

Program Assessment Report for Continued Accreditation

Date: December 13, 2010

Program name: Department of Nutrition and Food Sciences

Sponsoring institution: California State University, Chico

City: Chico State: CA

Degree granted — (check all that apply):

X Baccalaureate Master’s X Certificate Program for Special Students*

Distance Education — (check all that apply):

General Education Courses One or more DPD required courses (not general education)

Existing Didactic Program: Enter current enrollment. New Didactic Program: Enter anticipated maximum number of students.

Didactic Program in Dietetics

3rd Year Baccalaureate Degree DPD

4th Year Baccalaureate Degree DPD

Year 1 Completing Graduate Degree DPD

Year 2 Completing Graduate Degree DPD

*Special Students with a Degree & only completing DPD Requirements

Current Enrollment 10 54 N/A N/A 6

Program Director: Dawn Clifford, PhD, RD California State University, Chico Name Business Address

Assistant Professor and Didactic Program in Dietetics Director 400 W. First Street Title

886833 Chico, CA 95929-0002 CDR Registration Number

(530) 898-6164 Telephone Number

(530) 898-5586 [email protected] Fax Number E-mail Address

www.csuchico.edu/nfsc Signature Web Address

The program is aware of and agrees to abide by the accreditation standards and policies and procedures established and published for accreditation by the Commission on Accreditation for Dietetics Education. Administrators: Provide names(s), credentials, title(s), and signature(s) of Administrator(s) to whom program director is responsible.

Katie Silliman, PhD, RD California State University, Chico Name Business Address Professor, Department Chair 400 W. First Street Title (530) 898-6245 [email protected] Chico, CA 95929-0002 Telephone E-mail Signature

Margaret Owens, PhD California State University, Chico Name Business Address Interim Dean 400 W. First Street Title (530) 898-6121 [email protected] Chico, CA 95929-0555 Telephone E-mail Signature

Sandra Flake, PhD California State University, Chico Name Business Address Provost and Vice President for Academic Affairs 400 W. First Street Title (530) 898-6101 [email protected] Chico, CA 95929-0110 Telephone E-mail Signature

Chief Executive Officer:** Paul Zingg, PhD California State University, Chico Name Business Address President 400 W. First Street Title (530) 898-5201 [email protected] Chico, CA 95929-0150 Telephone E-mail Signature

*This form must be submitted with the application packet documenting compliance with CADE's 2008 Eligibility Requirements and Accreditation Standards. **The Commission on Accreditation for Dietetics Education will not process an application without the signature of the sponsoring institution's CEO or designated officer.

Self Study Report Didactic Program in Dietetics, California State University, Chico

TABLE OF CONTENTS

CONTENTS Page Summary Information

Executive Summary of the Program 1 Summary of the Self-Study Process 1 Overall Organization and Clarity of the Self-Study Report 3 Summary of the Evaluation of All ERAS 4

Eligibility Requirements

Program Structure and Finances 5 Required Program Characteristics 7 Requirements for Program Directors 9

Standard One: Program Planning and Outcomes Assessment

Program Mission 10 Program Goals 15 Program Outcomes 16 Program Assessment 21 On-going Program Improvement 26

Standard Two: Curriculum and Student Learning Outcomes

Learning Activities 35 Curriculum Plan 40 Curriculum Length 49 Learning Assessment 50 On-going Curricular Improvement 52

Standard Three: Program Management

Qualifications of the Program Director 56 Responsibilities of the Program Director 57 Program Resources 61 Faculty 64 Continuing Professional Development 68 Program Information 71 Policies and Procedures 75 Program Handbook 77

APPENDICES A Organizational Chart 79

California State University, Chico Academic Affairs California State University, Abbreviated Administrative Organizational Chart for Academic Programs

B Department Budget 81

Department of Nutrition and Food Sciences Operating Expenses Department of Nutrition and Food Sciences Total Expenses

C Program Director Information 83

Curriculum Vitae Copy of CDR registration card and business card

D DPD Assessment Plan 92 E Summary of Outcome Measure Results 96 F Department of Nutrition and Food Sciences Diversity Plan 102 G Course Descriptions Published in University Catalog 103 H Matrix of Courses Aligned with Foundation Knowledge, Learning

Outcomes, Supporting Knowledge 109

I Plan of Study 116 Option in Dietetics Graduation Clearance Form Major Academic Plan Map

J Sample Syllabi 118 NFSC 470 Medical Nutrition Therapy I NFSC 460 Nutrition Counseling and Education NFSC 430 Foodservice Procurement and Management NFSC 345 Dietary Supplements and Functional Food NFSC 440 Advanced Human Nutrition NFSC 360 Nutrition Thru Life Cycle

K Written Assessment Plan 145 L Summary of Aggregate Data Collected for Each Learning Outcome 151 M DPD Director Position Description 162

DPD Director Position Description DPD Director Position Announcement DPD Director Task Calendar

N DPD Policies and Procedures 166 Admission to Dietetics Option Policy and Procedure Option in General Dietetics Student Handbook

O Website Materials 196

DPD 3.4.2.1. Description of program, including mission, goals, and graduate outcomes (http://www.csuchico.edu/nfsc/programs/dietetic_mission_goal_outcomes.shtml)

DPD 3.4.2.1. Description of how the DPD fits into the credentialing process to be a registered dietitian (http://www.csuchico.edu/nfsc/programs/dietetic_mission_goal_outcomes.shtml#Route%20to%20Become%20an%20RD) DPD 3.4.2.3. Additional Costs to Students http://www.csuchico.edu/nfsc/programs/dietetic_mission_goal_outcomes.shtml#Cost%20to%20Students DPD 3.4.2.4. Accreditation status (http://www.csuchico.edu/nfsc/programs/dietetic_mission_goal_outcomes.shtml#Accreditation%20Status) DPD 3.4.2.5 Admission requirements (http://www.csuchico.edu/nfsc/majoroptions.shtml) DPD 3.4.2.6. Academic calendar (http://www.csuchico.edu/nfsc/current/current_undergrad.shtml) DPD 3.4.2.7. Graduation and DPD completion requirements (http://www.csuchico.edu/nfsc/forms/index.shtml)

P Recruitment Materials 203 NFSC Department Program Brochure NFSC Website Homepage Career Options in General Dietetics

Q Policies and Procedures 206

DPD 3.6.1.1. Withdrawal and refund of tuition and fees DPD 3.6.1.2. Scheduling and program calendar, including vacation and holidays DPD 3.6.1.3. Protection of privacy of student information & DPD 3.6.1.4. Access to personal files DPD 3.6.1.5. Access to student support services

Didactic Program in Dietetics Page 1 V1.0 California State University, Chico

Summary Information Executive Summary of the Program: The Didactic Program in Dietetics (DPD) within the Department of Nutrition and Food Sciences at California State University, Chico (CSUC), is under review for accreditation by the Commission on Accreditation for Dietetics Education (CADE). The following self-study report for the DPD program is in compliance with the 2008 Eligibility Requirements and Accreditation Standards (ERAS). The mission and goals of the General Dietetics option (DPD Program) include providing knowledge, skills, and pre-professional experiences to students in a sustainable manner in an effort to prepare them for careers in dietetics in diverse communities. Under the three program goals, there are a total of 14 program outcome measures. Upon assessment, 11 of the 14 program outcome measures were met. Program strengths include access to community nutrition pre-professional experiences; quality instruction and advising; graduation of students in a timely fashion; student, employer and DI director perception of adequate preparedness for careers in dietetics; and evidence that resources are used in a sustainable manner. Areas for improvement include insufficient percentage of DPD students who apply and are accepted to supervised practice programs; inadequate number of ethnic/race and gender minority students; limited opportunities for clinical nutrition experience in a rural area; limited number of tenure/tenure-track faculty for foods courses; and students reporting inadequate class time dedicated to nutrition counseling. As for curricular strengths, courses flow in an organized, sequential fashion, topics are taught using a variety of educational strategies by faculty who are well versed in their areas of study, and courses include current topics in dietetics such as the nutrition care process, public policy, and the scope of dietetics practice framework. In addition, students have many opportunities to apply their knowledge in a variety of simulated and real-life experiences such as case studies, role-play exercises, nutrition education presentations, and community and foodservice fieldwork experiences. All of the learning outcome measures were met. However, no data are available for a select few learning outcome measures as new lectures and assignments are being implemented this school year. In addition, according to exit survey data from the last several years, students reported their understanding of nutritional pharmacology and public policy was low. Therefore, new lectures and assignments were developed to address these curricular weaknesses. Significant programmatic changes have taken place in the last five years that will ultimately strengthen the DPD program. First, the Nutrition and Food Sciences Program, formerly housed in the Department of Biological Sciences, became its own Department in 2007. Second, a new Director for the Didactic Program in Dietetics was assigned in fall 2008 while the former director completed her transitional retirement. Third, a pre-select process was implemented for the General Dietetics Option. Beginning with the fall 2009 incoming freshman and transfer students, individuals wishing to complete the DPD requirements must apply to the General Dietetics option after completing science pre-requisites, statistics, and human nutrition. Finally, many topics have been added to the curriculum in an effort to address timely issues in the field of dietetics; many of which were implemented based on the 2008 ERAS. These programmatic and curricular changes have the potential to greatly improve the educational experience in dietetics at California State University, Chico. Summary of the Self-Study Process: The self-study process was initiated in 2008 with the announcement of the new 2008 ERAS. Immediately following the release of the 2008 ERAS, programmatic changes were made to launch a pre-select process for the General Dietetics Option. This change was made in order to increase the percentage of students both applying to and obtaining acceptance into dietetic internships. At the time, we were falling far short of the benchmark set by CADE in the 2008 ERAS. This major programmatic change was approved for


implementation with the 2009-2011 university catalog. In addition to this major programmatic change, minor changes were made to the curriculum to cover foundation knowledge, learning outcomes, and supporting knowledge requirements. In February 2010, the DPD Director attended the Study Buddy Workshop, offered by Dr. Sharon Bode, RD, and Gina Wack, MS, RD in Houston, Texas. At this time the DPD Director became familiar with the self-study process, including use of the template. The self-study document was written during the summer and fall of 2010. The General Dietetics Option mission statement, goals, and outcome measures were developed in February and have undergone multiple revisions. The student learning outcomes have also undergone multiple revisions over the last two years as various assignments have been used to assess learning. The following assessment instruments were used to assess program outcome measures: exit surveys, alumni surveys, and employer and DI director surveys. In addition, the DPD faculty and advisory committee were instrumental in providing guidance and suggestions throughout the entire self-study process. Policies and procedures were developed for the pre-select process and a diversity plan was developed in response to low enrollment of ethnic/race and gender minorities within the General Dietetics option.


Overall Organization and Clarity of the Self-Study Report Please evaluate your program’s completed self-study report using the rubric below ().

Exemplary Meets Expectations Needs Improvement Participation in the Self-Study Process

The self-study report was written and reviewed with broad-based input from students, faculty, preceptors, staff, administrators and a range of other stakeholders, such as patients, practitioners, and employers,

Exemplary

The self-study report was written and reviewed with broad-based input from students, faculty, preceptors, staff and administrators.

Meets Expectations

The self-study report was written by a small number of individuals who did not seek broad input from students, faculty, preceptors, staff, and administrators.

Needs Improvement

Knowledge of the Self-Study Report

Students, faculty, preceptors, and staff are conversant in the major themes of the report and how the program intends to address any deficiencies.

Exemplary

Students, faculty, preceptors, and staff are aware of the report and its contents.

Meets

Students, faculty, preceptors, and staff have little or no knowledge of the content of the self-study report or its impact on the program.

Needs Improvement

Completeness and Transparency of the Self-Study Report

All narratives and supporting documentation are thorough, clear and concise. The content appears thoughtful and honest. Interviews match the self-study findings.

Exemplary

All narratives and supporting documentation are present. The content is organized and logical.

Meets

Information is missing or written in a dismissive, uninformative or disorganized manner. Portions of the content appear biased or deceptive.

Needs Improvement

Relevance of Supporting Documentation

Supporting documentation of activities is informative and used judiciously.

Exemplary

Supporting documentation is present when needed.

Meets

Additional documentation is missing, irrelevant, redundant, or uninformative.

Needs Improvement

Evidence of Continuous-Quality Improvement

The program presents thoughtful, viable plans to not only address areas of deficiency, but also to further advance the quality of the program beyond the requirements of the Standards.

Exemplary

The program proactively presents plans to address areas where the program is in need of improvement.

Meets

No plans are presented or plans do not appear adequate or viable given the issues and the context of the program.

Needs Improvement

Organization of the Self-Study Report

All sections of the report are complete and organized or hyper-linked to facilitate finding information, e.g., pages are numbered and sections have labeled or tabbed dividers.

Exemplary

The reviewer is able to locate a response for each standard and the supporting documentation with minimal difficulty.

Meets

Information appears to be missing or is difficult to find. Sections are not well labeled.

Needs Improvement

Provide additional comments on the Self-Study Report to assist in quality improvement:


Summary of the Evaluation of All Eligibility Requirements & Accreditation Standards (ERAS) Complete this summary () after writing the self-study report.

Eligibility Requirements & Accreditation Standards Pg. Meets Partially Meets

Does Not Meet N/A

Eligibility Requirements 5 monitor 1. Program Structure and Finances 5 2. Prior Recognition and Operation US Only 3. Required Program Characteristics 7 4. Requirements for Supervised Practice DPD 5. Requirements for Program Directors 9 6. Title IV Compliance for Dietetic Internships Not DI 7. Consortia 1 Program Program Planning and Outcomes Assessment 10 8. Program Mission 10 9. Program Goals 15 10. Program Outcomes 16 11. Program Assessment 21 12. On-going Program Improvement 26 Curriculum & Student Learning Outcomes 35 13. Learning Activities 35 14. Program Concentrations DPD/DTP 15. Curriculum Plan 40 16. Curriculum Length 49 17. Learning Assessment 50 18. On-going Curricular Improvement 52 Program Management 56 19. Qualifications of the Program Director 56 20. Responsibilities of the Program Director 57 21. Program Resources 61 22. Faculty 64 23. Preceptors DPD 24. Continuing Professional Development 68 25. Supervised-Practice Facilities DPD 26. Program Information 71 27. Policies and Procedures 75 28. Program Handbook 77


ELIGIBILITY REQUIREMENTS All programs applying to the Commission on Accreditation for Dietetics Education (CADE) for accreditation must meet certain basic requirements, including sponsorship by an organization responsible for the program.

Program Structure and Finances (DPD ER 1) US Regional Accrediting Body. California State University, Chico (CSUC), is accredited under the Western Association of Schools and Colleges (WASC). CSUC was originally accredited in 1954 and was most recently commissioned June 19, 2009. A copy of the letter with the most recent accreditation status may be found at: http://registration.wascsenior.org/institutions/affiliation.aspx?accessID=27 and http://www.csuchico.edu/vpaa/wasc/docs/pdf/WASC_Action_Letter_6-26-09.pdf. A copy of the most recent WASC report may be found at: http://www.csuchico.edu/vpaa/wasc/docs/EERDocs/EERVisitationTeamReport.pdf. Administrative Structure. California State University, Chico is one of 23 campuses in the largest senior-level higher education system in the country, the California State University (CSU) System. The overall mission of the system, as defined by state legislation, is to offer baccalaureate and master's degree programs to the top one-third of high school graduates, emphasizing teaching over research. Governance for the CSU System rests with the Statewide Board of Trustees, appointed by the Governor. The Trustees appoint the Chancellor (the chief executive officer of the CSU System) and the President of each campus. The funding base for the CSU System is primarily through state support (also called General Fund), with the budget determined yearly by the state legislature. An organizational chart can be found in Appendix A. The Didactic Program in Dietetics (DPD) has been in existence at CSUC since 1965. At that time, the program was housed in the School of Home Economics, which subsequently became the School of Human Environmental Sciences, in the College of Agricultural and Human Environmental Sciences. In 1992, the Program in Nutrition and Food Sciences and all of its associated programs, including the DPD, were moved to the Department of Biological Sciences. In fall of 2007, the Program in Nutrition and Food Sciences was granted departmental status. Today, the DPD is part of the Department of Nutrition and Food Sciences, which is housed in the College of Natural Sciences. Budget. The Department of Nutrition and Food Sciences receives its annual allocation of resources from the College of Natural Sciences. The resources received help to assure that the Department delivers a quality education and that the goals and expected outcomes for each of the three options of the BS degree in Nutrition and Food Sciences, including the option in General Dietetics, are achieved. As stated previously, the funding base for the CSU System is primarily through state support (also called General Fund), with the budget determined yearly by the state legislature. The sources of revenue for the Department of Nutrition and Food Sciences include General Fund, Course Fees, Lottery, Work-study, and funds generated from students enrolled in courses through the Center for Regional and Continuing Education (also called Open University). Appendix B includes tables documenting sources of revenue and expenses for the last five years. In preparing the tables, it should be noted that Nutrition and Food Sciences was a Program under the Department of Biological Sciences from 2005-2007 and thus it was difficult to separate out the operating expenses of the Program separate from the Department. Thus, the figures for 2005-2007 for Departmental Operating Expenses are underestimated for operating expenses and over-estimated for faculty and staff salaries. The figures for 2007-2010 are an accurate reflection of the Department of Nutrition and Food Sciences Operating Expenses and have been used to estimate annual needs for the past three years.


Each August the College of Natural Sciences executive team (composed of the dean, college chairs, and center directors) meets to discuss annual projected budget needs. Shortly thereafter, the Dean’s office of College of Natural Sciences determines the final projected Departmental budget based on total available funds in the College of Natural Sciences. In January, each Department must report to the College of Natural Sciences its mid-year expenses. Unfortunately, long-term budgeting is difficult to plan because the University budget is dependent on the yearly economic conditions of the state of California and a budget that is determined by the California Legislature. General Fund (the bulk of money received by the Department) fluctuates from year to year and is dependent on the budget passed by the California Legislature. Courses fees are collected from students enrolled in lab courses to help cover the expenses of laboratory-based courses are a stable. Lottery funds and work-study funds are also fairly stable. Money generated from Open University students is dependent on open seats that may be available at the start of the semester.

2. Directions: Use the checklist below to rate how well your narrative, documents and exhibits show that your program meets the criteria (S-Satisfactory, MI-Missing Information, NI-Needs Improvement).

Program Structure and Finances S MI NI The program is housed in a college or university located in the U.S. or its territories and accredited in good standing by a U.S. regional institutional accrediting body for higher education. (CP/DPD/DTP ER 1.1)

The program is integrated within the administrative structure of the college university or sponsoring organization, as evidenced by an organization chart showing the relationship of the program to other programs/services. (CP/ICP/DI/DPD/DTP ER 1.2)

The program has a budget to support the program. (CP/ICP/DI/DPD/DTP ER 1.3)

3. Directions: Use the checklist below to evaluate how well the program meets the overall criteria.

Evaluation of the Criteria

Meets • No compliance problems are present. • No compliance problems are present, but they may arise in the future ( Monitor). • Compliance problems exist, but all are being resolved successfully ( Monitor).

Partially Meets Plans for resolving compliance problems have not been implemented. Does Not Meet No plans for addressing compliance problems.


Required Program Characteristics (DPD ER 3) Tracks/options for accreditation. Continued accreditation is being sought for the DPD coursework completed either as part of a baccalaureate degree in Nutrition and Food Sciences, option in General Dietetics, or as a post baccalaureate student in Nutritional Science. Didactic curriculum. Students are encouraged to take courses in order, in accordance with the institutional course numbering system: 100-level for freshman courses, 200-level for sophomore courses, 300-level for junior courses, and 400-level for senior courses. The DPD curriculum includes a well-rounded science background including required coursework in inorganic, organic, and biochemistry, as well as physiology, and microbiology (Appendix G & I). Students are encouraged to take inorganic, organic, and physiology in their first few semesters, as these are 100-level courses. Microbiology is a 200-level course, followed by biochemistry which is a 300-level course. The curriculum includes a sophomore-level human nutrition course (NFSC 240) where students are expected to apply their chemistry and physiology knowledge, followed by an advanced human nutrition course (NFSC 440) where students learn metabolism, using their understanding of biochemistry and physiology. Students are taught the basics of food preparation (NFSC 120), and food safety (NFSC 122) early on in their studies. These courses set students up to succeed in their junior-level food science course as well as their three courses in foodservice management. Their first foodservice management course it taken sophomore year and provides an overview of foodservice administration (NFSC 230). This class is followed by two senior-level courses on the topics of foodservice procurement (NFSC 430), equipment and production (NFSC 431). Coursework in medical nutrition therapy (MNT) includes two 3-credit courses, MNT I (NFSC 470) and MNT II (NFSC 471) as well as a 1-credit nutrition assessment laboratory (NFSC 370L). Students receive significant exposure to topics in community nutrition through two senior-level courses, nutrition counseling and education (NFSC 460) and community nutrition (NFSC 465). In their community nutrition course, they complete a practicum experience that includes student placement in various community settings, supervised by preceptors in the field of community nutrition. Students are exposed to careers in dietetics, foodservice management, and related fields through a 3-course series. Students are required to take the 1-credit Introductory to Nutrition and Food Sciences course (NFSC 155) their first semester to gain exposure to various employment opportunities in the field as well as a broad understanding of the department and its curriculum. During their senior year, students take Futures in Dietetics (NFSC 457) and Portfolio Review (NFSC 497). These two courses were designed to assist students with career planning, and applications to jobs, and dietetic internships. Additional required courses that seek to provide students with applied knowledge include Nutrition Throughout the Life Cycle (NFSC 360), Dietary Supplements and Functional Foods (NFSC 345), and Cultural Food (NFSC 429). Finally, two additional courses are required outside of the major. Students take Principles of Psychology (PSY 101) to have a greater understanding of the complexities of the central nervous system, behavior theories, and mental illnesses. Students are required to take an introductory statistics course (MATH 105) to provide a foundation for critically analyzing research publications and conducting research.


Degree awarded. The primary route in our CADE-accredited program is the Bachelor of Science Degree in Nutrition and Food Sciences, General Dietetics option. In addition, students can attend CSU, Chico as a post baccalaureate student in order to complete the DPD coursework and receive a DPD verification. Students may complete the DPD coursework in conjunction with their graduate studies or without continuing on as a graduate student. 2. Directions: Use the checklist below to rate how well your narrative, documents and exhibits show that your program meets the criteria (S-Satisfactory, MI-Missing Information, NI-Needs Improvement).

Required Program Characteristics S MI NI The DPD provides didactic instruction to meet the Foundation Knowledge and Learning Outcomes defined in Standard Two - Appendix A for entering a Dietetic Internship and (DPD ER 3.1)

The DPD awards a degree. The DPD may award a baccalaureate degree, graduate degree or both. The institution is responsible for choosing and awarding a degree that is commensurate with the amount and complexity of the course work required to meet student learning outcomes. If the DPD awards a graduate degree, the dietetics-specific knowledge must be achieved through prerequisite or graduate courses that are required for completion of the graduate degree. (DPD ER 3.2)






Requirements for Program Directors (DPD ER 5) Program Director Description. The DPD Director, Dr. Dawn Clifford, RD, has 10 years of experience as a Registered Dietitian (Appendix C). She worked for seven years as a clinical dietitian in a primarily outpatient setting. Since completing her master’s and doctorate degrees, she has worked three years, in a full-time tenure track position at California State University, Chico in the Department of Nutrition and Food Sciences as an Assistant Professor. She has been DPD Director for two years, replacing Dr. Faye Johnson, RD, as DPD Director in fall 2008. Dr. Johnson completed her transitional retirement in spring 2010. Dr. Clifford does not direct any other CADE-accredited dietetics education program. DPD Director Strengths. Director strengths include extensive work experience as a registered dietitian in a hospital setting with specific expertise in nutrition counseling and designing, implementing, and evaluating theory-based educational interventions. Dr. Clifford’s counseling skills are not only taught in the classroom, but are also used when mentoring students. In addition, she has received positive feedback on her teaching skills from students and peer evaluators. At the doctorate level, Dr. Clifford has formal training in research and experience conducting research. In her second year at CSUC, Dr. Clifford received an Outstanding New Researcher award through the CSUC Research Foundation. Dr. Clifford has leadership experience in professional organizations. She is currently chair-elect of the Weight Realities Division of the Society for Nutrition Education. In addition, she directs a wellness program on campus that provides DPD students with experience in nutrition counseling. She has held three different full-time RD-level positions and many part-time positions and is therefore knowledgeable on topics related to career searches in dietetics. Finally, she is knowledgeable in the use of technology and social networking tools for purposes of assessment. DPD Director Weaknesses. Director weaknesses include only 3.5 years experience in academia and only 2.5 years experience as DPD Director. 2. Directions: Use the checklist below to rate how well your narrative, documents and exhibits show that your program meets the criteria (S-Satisfactory, MI-Missing Information, NI-Needs Improvement).

Requirements for Program Directors S MI NI The program must have a designated director who (CP/ICP/DI/DPD/DTP ER 5.0)

• has earned at least a master’s degree, (CP//DI/DPD/DTP ER 5.1)

• is credentialed as a registered dietitian by the Commission on Dietetic Registration, (CP/DI/DPD ER 5.2)

• has a minimum of three years professional experience post credentialing, (CP/DI/DPD/DTP ER 5.3)

• is a full-time employee of the sponsoring institution as defined by the institution/organization, and (CP /DI/DTP/DPD ER 5.4)

• does not direct another CADE-accredited dietetics education program. (CP/ICP/DI/DTP/DPD ER 5.5) 3. Directions: Use the checklist below to evaluate how well the program meets the overall criteria.





PROGRAM PLANNING AND OUTCOMES ASSESSMENT The program clearly states a mission, goals, expected program outcomes and assessment measures. The program implements a systematic continuous evaluation process, including assessing expected versus actual program outcomes and achievement of goals; and uses the results to take action to maintain or improve program effectiveness.

Program Mission (DPD 1.1) University Vision California State University, Chico sees its distinctive residential context as an opportunity to create an active, diverse, healthy, caring, innovative, and green learning and working environment. We aim to create a vital and collaborative living and learning experience for students, who will appreciate and embrace the local, regional, and global communities of which we are all a part. We have a well respected and dedicated faculty, a superior staff, and committed leadership together with cutting-edge learning and information resources. All of these assets are placed within a beautiful and engaging physical environment. We are a place devoted to the academy's most fundamental tenets: reason, respect, civility, and community. We are a place where the passion of our commitments and clarity of our values find expression every day in the community of learning and serving we have fashioned. As surely as we are a special place of people and ideas, as boldly as we are the "University of the North State," we aspire to be the "University of Choice" for all those who wish to share our vision and values. University Mission California State University, Chico is a comprehensive university principally serving Northern California, our state and nation through excellence in instruction, research, creative activity, and public service. The University is committed to assist students in their search for knowledge and understanding and to prepare them with the attitudes, skills, and habits of lifelong learning in order to assume responsibility in a democratic community and to be useful members of a global society. College of Natural Sciences Mission The mission of the College of Natural Sciences is to serve as an anchor institution in Northern California for mathematics and the sciences, providing a diverse set of services to our students and the larger community. Our undergraduate, pre-professional, and graduate programs give students the rigorous theoretical and practical training required for professional and personal success. We provide the cornerstones for a wide variety of technical disciplines beyond our college through our foundational service courses. We strive to instill in the wider campus community an understanding of the nature of science and its importance in modern society. We affirm the importance of serving the community beyond our campus as a resource for mathematics and science expertise. Department of Nutrition and Food Science Mission The mission of the Department of Nutrition and Food Sciences at California State University, Chico is to provide students with a broad educational background in the science of food and nutrition and foodservice management. Non-major students will gain an understanding of the role food plays in disease prevention and promotion of health. The BS and MS degrees offered by the department will prepare


students to apply their knowledge and skills to become competent and productive nutrition, food science, and foodservice management professionals. BS in Nutrition and Food Sciences Program Mission The mission of the BS program in Nutrition and Food Sciences is to educate students in the areas of food science, nutrition, and foodservice management. The BS degree will prepare students to apply their knowledge and skills for careers that require a Registered Dietitian (RD) credential, other nutrition-related careers, and careers in foodservice administration. Courses in the option in General Dietetics meet the requirements of the American Dietetic Association (ADA) for an accredited Didactic Program in Dietetics (DPD). Website: (http://www.eatright.org/cade/). Dietetics Program Mission The Mission of the Didactic Program in Dietetics is to:

Provide a broad educational background to develop competent and productive students that can apply their knowledge and skills for careers in the dietetics profession, while using resources in a sustainable manner.

Prepare students to serve a culturally diverse community by engaging students in pre-professional nutrition related activities that serve Northern California.

Analysis of the Congruency of Mission Statements. The bolded terms in the mission and vision statements above indicate the congruency of missions at the university, college, department, and program levels. The congruency is further analyzed below.

Serving Northern California. In the mission statement for California State University, Chico, the importance of serving Northern California is emphasized. This emphasis is carried over into the mission statement for the College of Natural Sciences as well as the DPD mission statement. This is carried out through placing students in community nutrition practicum experiences both as a part of the senior-level community nutrition course and through optional externship opportunities. Specifically, the Center for Nutrition and Activity Promotion (CNAP), which is one of the Centers of Excellence of the College of Natural Sciences seeks to “create innovative partnerships so that Californians in the north state are enabled to adopt healthy eating and physical activity patterns as part of a healthy lifestyle.” CNAP provides paid and volunteer experiences in nutrition education to between 25 and 35 DPD students each semester. Cultural Diversity. Northern California is a culturally diverse area. The DPD program seeks to prepare students to work with culturally diverse individuals. There is congruency in the university vision and mission statements and the DPD mission statement through terms such as “diverse” “global society” and “culturally diverse community”. The DPD program aims to not only attract and retain culturally diverse students, but also include curriculum that can increase the cultural competence of students, as mentioned in the DPD mission.

Knowledge and Skills. Providing students with knowledge, skills, and practical pre-professional training, are also common themes throughout each mission statement. Throughout the DPD coursework, students are not only taught facts and figures pertaining to the field of dietetics, but are also provided with opportunities to apply this knowledge and develop skills in such areas as nutritional assessment, medical charting, counseling, menu planning, food preparation, and


designing nutrition education interventions. Through gaining knowledge and skills necessary in the field of dietetics, graduates can go on to become competent and productive dietetic professionals.

Science. The Department of Nutrition and Food Sciences is appropriately housed in the College of Natural Sciences. In the mission statements at the college, and department level, sciences are emphasized. Specifically, the department mission statement emphasizes that a broad educational background in the sciences is provided. This background is essential in the complete understanding of dietetics. Therefore, the DPD coursework includes individual courses in a variety of sciences including inorganic chemistry, organic chemistry, biochemistry, physiology, microbiology, and psychology.

Lifelong Learning. The importance of lifelong learning is emphasized in the university mission statement. The DPD program is the first step in training students to become Registered Dietitians and Dietetic Technicians, Registered. Once registered, students are required to continue learning to maintain their credential. Sustainability. Sustainability is a highly valued concept at CSU, Chico. In fact, CSU, Chico made Princeton Review’s Guide to the top 286 Green Colleges. Sustainability is included in the university vision and then again in the DPD mission. Sustainable practices at the department level include the use of technology both in the classroom and in classroom management. In addition, in foodservice courses, students are taught several lessons on sustainable practices, culminating in a class project that involves menu planning based on seasonal foods purchased at the farmers market.

Analysis of the Consistency of Program’s Mission with Preparation for Supervised Practice and Registered Dietitian

SOPP 1: Provision of services: Provide quality service based on customer expectations and needs. Providing a broad educational background is specifically mentioned in the DPD mission statement. Furthermore, the program’s mission is to develop competent and productive students and therefore quality education is necessary where students are learning knowledge and skills related to the dietetics profession. SOPP 2: Application of Research: Apply, practice in, or generate research to enhance practice. In providing students with a broad educational background where they can apply knowledge and skills, research is the cornerstone. Though not specifically mentioned in the program’s mission statement, in order to produce competent and productive practitioners, students must be taught evidenced based practice. Within the DPD curriculum, students are taught how to review literature, interpret research (NFSC 440, Advanced Human Nutrition) and even conduct basic research (NFSC 320, Science of Food). SOPP 3: Communication and Application of Knowledge: Effectively apply knowledge and communicate with others. Application of knowledge and skills is specifically mentioned in the program’s mission statement. In addition, included in the program’s mission is the importance of engaging students in pre-professional nutrition related activities. This involves utilizing various forms of communication


to specifically educate others about food and nutrition in community fieldwork experiences (NFC 465, Community Nutrition). SOPP 4: Utilization and Management of Resources: Use resources effectively and efficiently. Using resources in a sustainable manner is specifically mentioned in the program’s mission statement. In this case, the term “sustainable” refers to using resources in an efficient manner with consideration of long-term maintenance, which in turn depends on the maintenance of natural resources. SOPP 5: Quality in Practice: Systematically evaluate the quality of services and improve practice based on evaluation results. While this is not specifically stated in the mission statement, assessment is completed on a regular basis to evaluate quality of services. Student learning objectives are measured yearly, and students are surveyed upon completion of the program and 1-2 years later. In addition, employers and dietetic internship directors are surveyed to ensure that they are receiving students that are prepared for professional experiences. Quality in practice is addressed indirectly in the mission statement with the use of the term competent and productive. Assessment is necessary to ensure that students are competent and productive and prepared for a supervised practice experience and to ultimately become effective Registered Dietitians. SOPP 6: Competency and Accountability: Engage in lifelong learning. In order to ensure that knowledge and skills are being learned, students are held accountable for their learning through grading on assignments and exams. Engaging students in pre-professional nutrition related activities is specifically mentioned in the program’s mission statement. These pre-professional activities include obtaining leadership roles in the student nutrition club, professional organizations, and in externship activities. Participating in these pre-professional activities exposes students to opportunities for continuing education. In addition, students who become leaders in pre-professional organizations learn how to hold their peers accountable for activities. Finally, the term competent and productive, as used in the program’s mission statement, relates to lifelong learning. Students are taught that in the field of dietetics, lifelong learning is required to remain a competent practitioner in order to stay abreast of the evolving scientific evidence and to maintain registration.


Program Mission S MI NI The program has a mission that distinguishes it from every other program in the college/university/organization. (CP/ICP/DI/DPD/DTP 1.1)

The program mission is compatible with the mission statement or philosophy of the sponsoring college/university/organization. (CP/ICP/DI/DPD/DTP 1.1)

The program mission is consistent with the academic preparation for dietetics practice (CP/ICP/DI/DPD/DTP 1.1) 3. Directions: Use the checklist below to evaluate how well the program meets the overall criteria.




Program Goals (DPD 1.2) Program Goals: Goal 1: Provide pre-professional, practical training opportunities that benefit the students while serving the diverse Northern California community Goal 2: Graduate diverse, competent, entry-level practitioners who obtain employment in dietetics or related fields. Goal 3: Use program resources in a sustainable manner while providing a quality educational experience. Program Goal Development: At the 2009 Advisory Committee Meeting, the DPD Director educated the committee on the Standards of Professional Performance (SOPP). In addition, program goals were reviewed and alignment with the SOPP was discussed. The DPD Director then revised program goals in February of 2010 in preparation for the 2011 Self-Study and Site Visit. They were developed to encompass all of the required outcome measures outlined by CADE while at the same time including key components of the University, College and Department Missions. All NFSC tenured and tenure-track faculty reviewed the originally drafted goals at a faculty meeting in March 2010. Minor adjustments were made following this meeting. Revised goals were reviewed with by the Advisory Committee at the October 2010 meeting. Goals as Reflections of the Program’s Mission: The terms application of knowledge and skills and pre-professional nutrition related activities are both carried over in Goal 1. In providing pre-professional, practical training experiences, students are offered opportunities to apply knowledge and skills learned in the classroom via practicums and externships. These experiences not only benefit the students, but also benefit the recipients of those living in Northern California communities. Serving Northern California communities is mentioned in the program mission and then again in Goal 1 as a means for providing students with pre-professional training opportunities. The term competent and productive is introduced in the Dietetics Program Mission and is a key component of Goal 2. Developing competent practitioners is of utmost importance. By including this term in a goal, the importance of measuring competence is emphasized. Finally, Goal 3 includes the concept of sustainability, which is also mentioned in the program mission, with regards to the utilization of resources. 2. Directions: Use the checklist below to rate how well your narrative, documents and exhibits show that your program meets the criteria (S-Satisfactory, MI-Missing Information, NI-Needs Improvement).

Program Goals S MI NI The program has goals that reflect the program’s mission. (CP/ICP/DI/DPD/ DTP 1.2)

The program's goals are accomplished through activities conducted by the faculty, preceptors and graduates. (CP/ICP/DI/DPD/ DTP 1.2)






Program Outcomes (DPD 1.3) Goal 1: Provide pre-professional, practical training opportunities that benefit the students while serving the diverse Northern California community • Outcome 1.1: At least 90% of students will complete a nutrition-related practicum or externship

experience that serves the Northern California community prior to program completion. Method: All DPD students are required to complete a community nutrition-related practicum experience in their community nutrition course (NFSC 465). Given that the practicum is required in a DPD course, the target measure of 90% is feasible. The instructor of the community nutrition course is asked to document the number of students who successfully complete the community nutrition practicum each school year.

• Outcome 1.2: At least 70% of students will report on their exit survey that they participated in a pre-

professional organization (e.g. NFSA, CNAP, CDA). Method: A survey question was added fall 2010 to the exit survey that asks students to list which pre-professional organizations, if any, they participated in while enrolled in the DPD program. Given that the deadline of this self-study preceded the December exit survey date, a brief 3-question survey was sent to the graduating seniors September 2010 asking about their professional membership involvement. The target measure of 70% was based on the fact that there are many opportunities for students to become involved with a variety of professional organization. Each year, around 50-60 students join the Nutrition and Food Science Student Association (NFSA). Furthermore, ADA membership will be a requirement for all DPD students enrolled in their Nutrition Assessment Lab (NFSC 370L) and their MNT courses (NFSC 470-471) starting fall 2010. Finally, an estimated 25-35 DPD students complete externships each semester at the Center for Nutrition and Activity Promotion (CNAP).

Goal 2: Graduate diverse, competent, entry-level practitioners who obtain employment in dietetics or related fields. • Outcome 2.1: Over a five-year period, more than 60% of the students graduating from a bachelor-level

DPD program will complete program requirements within six years, or 150% of time for completion. (DPD 1.3.1.) Method: A list of all DPD students who filed for graduation in the last five years was compiled from PeopleSoft. Number of years to graduation was calculated from first semester at Chico State to the final semester at Chico State. Students who graduated in six years or less were totaled. The percentage of students graduating within six years was calculated by dividing the total number of DPD students who graduated in six years or less by the total number of DPD students who successfully completed their degree. Sixty percent was identified as the outcome measure because that is the percentage of CSUC students who complete their degrees within six years at CSUC. Please note: It was not possible to track degree completion from the third year, as advised in the 2008 ERAS. Data collection methods will change beginning with the fall 2010 semester class. From now on students will answer a question on their exit survey that specifically asks them for the number of semesters it took them to graduate.

• Outcome 2.2: Over a five-year period, the pass rate for DPD graduates taking the registration examination for the first time will be at least 80%. (DPD 1.3.3.)


Method: The DPD director obtains the RD pass rate information from the CDR report. This benchmark reflects the 2008 ERAS.

• Outcome 2.3: Over a five-year period, 60% or more of DPD graduates will apply to supervised practice

programs the academic year they complete the program. (DPD 1.3.2.) Method: Students applying to dietetic internships are asked to report to their DPD director, their intention to apply. This information is documented in an excel spreadsheet each semester. The DPD Director verifies this list through viewing the D&D Digital website following the match each semester. To obtain the total number of DPD graduates each school year, data are downloaded from PeopleSoft. To obtain a percentage, the number of applicants who apply the same year they complete their DPD program are divided by the total number of DPD graduates each year. Five-year averages are calculated. This benchmark reflects the 2008 ERAS.

• Outcome 2.4: Over a five-year period, 80% or more of those applying to supervised practice programs

the academic year they complete the program will be accepted. (DPD 1.3.2.) Method: Students and alumni applying to dietetic internships are documented in an excel spreadsheet each semester. Students and alumni are asked to report their match/placement results to the DPD director. In addition, the DPD Director checks D&D Digital to verify match results. The acceptance rate is calculated by dividing the total number of acceptances by the total number of applicants. Five-year averages are calculated. This benchmark reflects the 2008 ERAS.

• Outcome 2.5: Over a five-year period, 75% or more of DPD graduates will indicate that their overall

academic preparation was high or very high. Method: Students complete exit surveys the last semester of their DPD program. Students are asked to report their perceived level of preparation for their chosen careers based on a 5-point Likert scale from very low to very high. The outcome measure value of 75% is the same benchmark identified in the last accreditation report.

• Outcome 2.6: Over a five-year period, 80% or more of DPD graduates who complete a supervised

practice program will indicate that their academic preparation by the NFSC program was average to very high when surveyed within 12-24 months of the graduation date.

Method: Students are surveyed 12-24 months after graduation from their DPD program. Students are asked to report their perceived level of preparation for their dietetic internship experience based on a 5-point Likert scale from very low to very high. The outcome measure value of 80% is the same benchmark identified in the last accreditation report.

• Outcome 2.7: Over a five-year period, 75% or more of employers of DPD graduates will indicate that

the graduate was prepared or very prepared in all of the content and skill areas when surveyed within 12-24 months of the graduation date.

Method: DPD students complete a survey 12 months post graduation. On this survey, they are asked if the DPD director has permission to contact the student’s current employer to query their satisfaction regarding the student’s knowledge and kills. A space is provided on the survey where students can write


in the name and contact information of their current employer. The DPD director sends the named employer an on-line survey aimed at assessing the employers’ perceptions of their CSUC DPD alumni’s academic preparation for their current position. The DI Director and Employer Feedback survey (DDEF) is used to determine if changes need to be made to program curriculum. This survey also asks employers to rank their employee’s knowledge and skills in the following areas: community nutrition, medical nutrition therapy, food science, food service administration, research, and nutrition education and counseling. For each skill area, the employer selects from a 4-point Likert scale ranging from very prepared to very unprepared. This information is used to adjust course curriculum in specific areas as needed. In addition, the employer is asked to rate the following skills of their interns from CSUC: oral communication, written communication, technology, ability to work in groups, research interpretation, and critical thinking and problem solving. For each professional skill, the employer selects from a 5-point Likert scale with responses ranging from excellent to very unsatisfactory. If any consistent deficiencies are noted, this may warrant curriculum adjustments.

• Outcome 2.8: Over a five-year period, 75% or more of dietetic internship directors will indicate that the

DPD graduate was prepared or very prepared in all of the content and skill areas when surveyed within 12-24 months of the graduation date. Method: Dietetic internship placement is documented on an excel spreadsheet that includes the name of the dietetic internship applicant, where they were placed and the contact information of the Dietetic Internship Director. In the 12 months following the conclusion of the dietetic internship program, the DPD Director will email the Dietetic Internship Directors who have supervised CSUC DPD alumni. The DDEF survey is used to assess the DI Director’s perceptions of their CSUC DPD alumni’s academic preparation for their dietetic internship. The DDEF is used to determine if changes need to be made to program curriculum. This survey asks DI Directors to rank their former intern’s knowledge and skills in the following areas: community nutrition, medical nutrition therapy, food science, food service administration, research, and nutrition education and counseling. For each skill area, the DI Director selects from a 4-point Likert scale ranging from very prepared to very unprepared. This information is used to adjust course curriculum in specific areas as needed. In addition, the DI Director is asked to rate the following skills of their interns from CSUC: oral communication, written communication, technology, ability to work in groups, research interpretation, and critical thinking and problem solving. For each professional skill, the DI Director selects from a 5-point Likert scale with responses ranging from excellent to very unsatisfactory. If any consistent deficiencies are noted, this may warrant curriculum adjustments.

• Outcome 2.9: At least 30% of more of the DPD students will be ethnic/race and gender minorities. Method: These data will be calculated using data from the CADE annual reports. At the time of the self-study, data was available from the 2008, 2009, and 2010 CADE annual reports, reflecting data from the 2007-2008, 2008-2009, and 2009-2010 school years. Data reported in the CADE annual reports includes only third year, fourth year, and post baccalaureate students and is obtained through the Office of Enrollment Management on the CSUC campus. While California is a culturally diverse state and the profession of dietetics serves a culturally diverse population, Northern California is less diverse. The selection of 30% of the graduates to be in minority categories was based on the outcome measure set in the last PAR, five years prior. Twenty-six percent of students at CSUC are ethnic/race minorities. Therefore, an outcome measure of 30% would be higher than the campus average. However, the statistic would also include gender minorities, while the campus statistic does not. The DPD includes male students as minorities, given the fact that 96% of registered dietitians are females.


Outcome 2.10: Over a five-year period, at least 60% of DPD graduates will obtain employment in dietetics or related field. Method: A list of graduates of the program is routed to faculty members each year and an employment list is generated based on faculty e-mail /facebook contact with former students. The proposed benchmark of 60% was selected based on the CADE benchmark that 60% of DPD graduates apply to dietetic internships. These are likely the same students that may go on to seek employment in the dietetics field.

*Goal 3: Use program resources in a sustainable manner while providing a quality educational experience. • Outcome 3.1: Maintain a student-to-faculty ratio in NFSC courses that is less than or equal to the

university ratio. Method: The Department Chair will calculate the student-to-faculty ratio annually and compare to the university average. Maintaining a student-to-faculty ratio in the department that is consistent with the university ratio is an appropriate outcome measure given that the university resources are allocated to departments based on department needs.

• Outcome 3.2: At least 80% of faculty will report using a minimum of three sustainable teaching practices either always or often. Method: The DPD Director surveys the NFSC faculty bi-annually regarding their use of technology in classroom management. Most of the department faculty are comfortable and familiar with using sustainable teaching practices. In addition, technology assistance is available and easily accessible on the CSUC campus. Therefore, while 80% may seem high, this is a feasible outcome measure given our technologically savvy faculty and the resources available.

*Note: The term sustainable refers to both utilizing resources efficiently and in a manner that conserves an ecological balance by avoiding depletion of natural resources. 2. Directions: Use the checklist below to rate how well your narrative, documents and exhibits show that your program meets the criteria (S-Satisfactory, MI-Missing Information, NI-Needs Improvement).

Program Outcomes S MI NI The program has established expected program outcomes with appropriate target measures to assess achievement of each of the program’s goals. (CP/ICP/DI/DPD/DTP 1.3)

Each outcome measure is aligned to one or more of the program goals. (CP/ICP/DI/DPD/DTP 1.3)

Expected program outcome measures must include, but are not limited to, the following (CP/ICP/DI/DPD/DTP 1.3):

• Program Completion Percentage of students enrolled in the professional courses in the third year of a bachelor-level CP/ICP/DPD or first year of a graduate-level CP/ICP/DPD that are expected to complete program/degree requirements within 150% of the time planned for completion (CP/ICP/DPD 1.3.1)

• Graduate Performance (DPD 1.3.2 see below) Supervised Practice Application Rate for the program meets CADE’s national benchmarks for monitoring dietetic education programs.♣ Supervised Practice Acceptance Rate for the program meets CADE’s national benchmarks for monitoring


dietetic education programs.♣ Additional expected outcome measures determined by the DPD for graduates not applying to or accepted to supervised practice programs (DPD 1.3.2)

• The Pass Rate for graduates taking the registration exam meets CADE’s national benchmarks for monitoring dietetic education programs.♣ (CP/ICP/DI/DPD/DTP 1.3.3)

• Other measures of graduate and program performance appropriate to assess the full intent of the program mission and goals (such as employer satisfaction, graduate school acceptance rates, contributions to the community, continuing education activities, professional leadership (DPD-DI program satisfaction with DPD graduates)) (CP/ICP/DI/DTP 1.3.4)






Program Assessment (DPD 1.4) Assessment Plan Development. The DPD Assessment Plan (Appendix D) was developed by the DPD Director in spring 2010. The Assessment Plan was reviewed by the Department Chair in Summer 2010. Finally, the Assessment Plan was reviewed by the remaining NFSC faculty in September 2010. Changes were made to proposed goals and outcome measures as a result of these meetings. The final goals and outcome measures were reviewed by the NFSC faculty in a faculty meeting in October 2010 and by the advisory board later that same month. DPD 1.4.4. Assessment Instruments

• Exit Survey. The exit survey is administered electronically by the DPD Director during the final week of NFSC 497 (Portfolio Review). All DPD students take this course in their last semester.

• Alumni Survey. The alumni survey is a web-based survey sent to alumni 12-24 months post graduation. The survey link is distributed via email and facebook. A facebook alumni page has been created for each graduating class since 2008. Prior to 2008, surveys were mailed.

• DI Director and Employer Survey (DDES). The DDES is a web-based survey sent via email to employers of alumni who provide contact information and permission on alumni surveys. Also sent to DI Directors of all DPD students who receive supervised practice placement 12-24 months after their supervised practice program begins.

• CDR Summary Report. CDR sends the DPD Director an annual report with current five-year pass rate.

• DI Applicant and Acceptance Tracking. DI applicants are instructed to notify the DPD Director if they plan to apply for dietetic internships and then again once they are informed of acceptance results. Data are confirmed using D&D Digital results following match day. The DPD Director records applicants and acceptances each semester on an excel spreadsheet. Data are analyzed at the end of each semester.

• Institutional Data. The Office of Enrollment Management on the CSUC campus is responsible for compiling data and generating reports on a variety of topics such as persistence (retention) rates and number of majors who complete graduation clearance forms and graduate. PeopleSoft is used by the Department Chair and Program Director to download and analyze data.

• Faculty Input. Faculty members generally meet on a bi-weekly basis. An agenda is circulated prior to the meeting and minutes are written. Curricular content is a large part of the discussions at meetings. Following the 2008 revision of Eligibility Requirements and Accreditation Standards (ERAS), program goals and outcome measures, and student learning outcomes were revised. The program goals, outcome measures, and student learning outcomes went through several revisions between fall 2008 and fall 2010 as a result of faculty input.

• NFSC Advisory Board. The advisory board met five times, in fall of 2005 – 2010. Input from the committee was received regarding trends in the dietetic profession, possible curricular changes, undergraduate internship opportunities, as well as other topics. The major topics for discussion at the 2009 and 2010 meetings were the program goals and outcome measures.

• Faculty Sustainability Survey. This survey was developed in fall 2010 and will be administered electronically by the DPD Director bi-annually to all NFSC full and part time faculty.

DPD 1.4.1. – 1.4.6. Outcome Measures Results (See Appendix E for Matrix) DPD 1.5 Analysis and Summary of Expected Outcomes (DPD 1.5.1 & 1.5.2)

Goal 1: Provide pre-professional, practical training opportunities that benefit the students while


serving the diverse Northern California community • Outcome 1.1: At least 90% of students will complete a nutrition-related practicum or externship

experience that serves the Northern California community prior to program completion.

Result: This outcome measure was developed in spring 2010. However, we were able to report on data from the last 5 years in a retrospective fashion using the Vista gradebook function from the Community Nutrition Course where the practicum is a requirement for DPD Students. According to those records, 100% of the 194 students enrolled in NFSC 465L between 2005 and 2010 completed a practicum experience. Therefore this outcome measure was met.

• Outcome 1.2: At least 70% of students will report on their exit survey that they participated in a

pre-professional organization (e.g. NFSA, CNAP, CDA).

Result: This outcome measure was developed in spring 2010. The DPD director plans to assess this outcome measure yearly by adding a series of questions on the exit survey. For the purposes of this self-study, the outcome was measured using a three-question electronic survey disseminated to students in the portfolio review course. This is a class students take their very last semester. According to this survey, 100% of the 19 seniors graduating this December 2010 reported participating in a professional organization while attending CSUC.

Goal 2: Graduate diverse, competent, entry-level practitioners who obtain employment in dietetics or related fields. • Outcome 2.1: Over a five-year period, more than 60% of the students graduating from a bachelor-

level DPD program will complete program requirements within six years, or 150% of time for completion.

Result: Over a five-year period, 194 students completed the bachelor degree in dietetics. Of those, 174 (90%) completed their degree at CSUC within six years or less. This is significantly greater than the university average of 60% and therefore this outcome measure was met. However, there is a limitation to the method used to collect this data. Since total semesters at CSUC were counted, those students who transferred from a different institution likely completed their degrees in less time, which was not accounted for in the calculation.

• Outcome 2.2: Over a five-year period, the pass rate for DPD graduates taking the registration

examination for the first time will be at least 80%.

Result: According to CDR data from 2005-2009, 43 (86%) of the 50 DPD graduates who took the registration examination, passed the first time they took it. This will continue to be monitored annually. Therefore, this outcome measure was met.

• Outcome 2.3: Over a five-year period, 60% or more of DPD graduates will apply to supervised

practice programs the academic year they complete the program.

Result: Data was collected annually regarding DPD graduates applying to supervised practice programs. Between fall 2005 and spring 2010, there were 194 DPD graduates. Of those, 62 (32%) applied to supervised practice programs the same academic year they completed the DPD program. Therefore, this outcome measure was not met.


• Outcome 2.4: Over a five-year period, 80% or more of those applying to supervised practice programs the academic year they complete the program will be accepted.

Result: Data was collected annually regarding supervised practice program applicants and acceptances. Between fall 2005 and spring 2010, there were 62 students who applied to supervised practice programs the same academic year they completed the DPD program. Of the 62 students who applied, 43 (69%) were accepted to a supervised practice program the same year they completed the DPD program. Therefore, this outcome measure was not met.

• Outcome 2.5: Over a five-year period, 75% or more of DPD graduates will indicate that their

overall academic preparation was high or very high.

Result: Of the 170 students who completed surveys their last semester between fall 2006 and spring 2010, 86% indicated that their preparation for a career in nutrition and food sciences was either high or very high. Therefore, this outcome measure was met.

• Outcome 2.6: Over a five-year period, 80% or more of DPD graduates who complete a supervised

practice program will indicate that their academic preparation by the NFSC program was average to very high when surveyed within 12-24 months of the graduation date.

Result: Four students from the 2007-2008 graduating class and 6 students from the 2008-2009 graduating class who completed a dietetic internship filled out the alumni survey and answered the question regarding perceived academic preparation. Of these 10 students, 58.5% indicated that their academic preparation for the dietetic internship compared to students from other programs was high or very high. The remaining respondents (41.5%) indicated that their academic preparation was average. Therefore, 100% reported that their academic preparation by the NFSC program was average to very high.

• Outcome 2.7: Over a five-year period, 75% or more of employers of DPD graduates will indicate

that the graduate was prepared or very prepared in all of the content and skill areas when surveyed within 12-24 months of the graduation date.

Result: The DI Director and Employer Survey was disseminated for the first time Summer 2010. In the alumni survey from the 2007-2008 and 2008-2009 graduates, only nine students provided contact information of their employers along with permission to contact them. Therefore, the electronic survey was sent to only nine employers. Five employers responded resulting in a 56% response rate. In the future, this survey will be disseminated to DI directors and employers annually. Caution in interpreting this result must be exercised because of the very small number of respondents. Employers were asked to rate their employees from the CSUC DPD program in the following topic areas on a 4-point Likert scale from very prepared to very unprepared: community nutrition, MNT, food science, food service administration, research, and nutrition education and counseling. Of the 5 employers who completed the survey, only one employer marked “unprepared” for the research category. All other employers marked either very prepared, prepared, or unable to evaluate for the remainder of the categories. Employers were also asked to rate the following skill areas on a 5-point likert scale from excellent to very unsatisfactory: oral communication, written communication, technology, ability to work in groups, ability to interpret research, critical thinking and problem


solving, and professionalism. In total, 4 out of the 5 respondents (80%) marked excellent, good or unable to evaluate for each of the skills. Therefore, between the two survey questions evaluating topic areas and skills, this outcome measure was met.

• Outcome 2.8: Over a five-year period, 75% or more of dietetic internship directors will indicate

that the DPD graduate was prepared or very prepared in all of the content and skill areas when surveyed within 12-24 months of the graduation date.

Result: The DI Director and Employer Survey was disseminated for the first time Summer 2010. The electronic survey was sent to 15 DI directors, 12 of which responded, resulting in an 80% response rate. In the future, this survey will be disseminated to DI directors and employers annually. Caution in interpreting this result must be exercised because of the small number of respondents.

DI directors were asked to rate the dietetic intern from the CSUC DPD program in the following topic areas on a 4-point Likert scale from very prepared to very unprepared: community nutrition, MNT, food science, food service administration, research, and nutrition education and counseling. Only one participant marked that their intern was unprepared on any of the skill areas, and it was in the research category. In total, 93% of the time respondents indicated that their dietetic interns from CSUC were either very prepared or prepared in the skill areas. DI director respondents were also asked to rate the following skills on a 5-point Likert scale from excellent to very unsatisfactory: oral communication, written communication, technology, ability to work in groups, ability to interpret research, critical thinking and problem solving, and professionalism. In total, 89% of the time respondents indicated that their dietetic interns from CSUC were either excellent or good in these professional skills. There were two unsatisfactory marks in all, with one in written communication and another in ability to work in groups. Therefore, between the two survey questions evaluating topic areas and skills, this outcome measure was met.

• Outcome 2.9: At least 30% of more of the DPD students will be ethnic/race and gender minorities.

Result: Between fall 2007 and spring 2008, there were 138 third, fourth year, and post-baccalaureate students in the DPD. Of the 138 students, 40 (29%) were ethnic/race or gender minorities. Between fall 2008 and spring 2009, there were 101 third, fourth year, and post-baccalaureate students in the DPD. Of the 101 students, 25 (25%) were ethnic/race or gender minorities. Between fall 2009 and spring 2010, there were 70 third, fourth year, and post-baccalaureate students in the DPD. Of the 70 students, 21 (30%) were ethnic/race or gender minorities. Therefore, 28% of students, on average are ethnic/race or gender minorities. Furthermore, this outcome measure was not met.

• Outcome 2.10: Over a five-year period, at least 60% of DPD graduates will obtain employment in dietetics or related field. Results: Of the 193 students who completed the DPD program in the last five years, 148 (77%) were employed in a nutrition or related field. Therefore, this outcome measure was met. It is interesting to note that while less than half of students go on to complete a dietetic internship within the same year they graduate, three quarters of students obtain employment in a dietetics or related field.

Goal 3: Use program resources in a sustainable manner while providing a quality educational


experience. • Outcome 3.1: Maintain a student-to-faculty ratio in NFSC courses that is less than or equal to the

university ratio.

Result: The student-to-faculty ratio five-year average (2005-2010) in NFSC courses was 21.3 compared with the university average, which was 22.1. Therefore, this outcome measure was met.

• Outcome 3.2: At least 80% of faculty report using a minimum of three sustainable teaching practices either always or often.

Result: All nine faculty who instruct DPD courses participated in the survey. All (100%) faculty reported using at least three sustainable teaching practices either always or often. Therefore, this outcomes measure was met.


Program Assessment S MI NI The program has a written plan for ongoing assessment of the program’s mission, goals and expected outcomes that includes the following: (CP/ICP/DI/DPD/DTP 1.4)

• Each program goal and the outcome measures that will be used to assess achievement of the goal (CP/ICP/DI/DPD/DTP 1.4.1)

• Qualitative and/or quantitative data needed to determine if expected outcome measures have been achieved (CP/ICP/DI/DPD/DTP 1.4.2)

• Groups from which data will be obtained; internal stakeholders (such as students, graduates, administrators, faculty, preceptors) and external/those not involved with the program (such as employers, practitioners, dietetics education program directors, faculty from other disciplines) must be represented (CP/ICP/DI/DPD/DTP 1.4.3)

• Assessment methods that will be used to collect the data (CP/ICP/DI/DPD/DTP 1.4.4)

• Individuals responsible for ensuring data are collected (CP/ICP/DI/DPD/DTP 1.4.5)

• Timeline for collecting the necessary data (CP/ICP/DI/DPD/DTP 1.4.6)

The program has implemented the assessment process on a continuous basis. (CP/ICP/DI/DPD/DTP 1.5)

The assessment process provides evidence of the following: • Data on actual program outcomes for each track or option are collected, summarized and analyzed by

comparing actual outcomes with expected outcomes according to the timeline in the assessment plan. (CP/ICP/DI/DPD/DTP 1.5.1)

• Data analysis is used to assess the extent that expected program outcomes and goals are being achieved. (CP/ICP/DI/DPD/DTP 1.5.2)






On-going Program Improvement (DPD 1.6) The Assessment Process Over the Last Five Years. Each semester students completed exit surveys in their last week of their DPD program. These surveys were paper surveys up until fall 2008 at which time surveys were distributed electronically. The results of the exit surveys are analyzed every year and discussed during department meetings. During department meetings, faculty discuss common themes and whether curriculum changes are warranted. Graduates complete the alumni survey 12-24 months post graduation, which is similar to the exit survey. Students are asked to report their perceptions of their preparation for their current careers and/or supervised practice programs in each content area. This survey was mailed to students up until fall 2008 at which time students received the survey electronically. Starting fall 2010, survey links were also posted on Facebook for the targeted NFSC alumni group. Alumni survey results are also discussed at faculty meetings each year to determine whether curriculum changes are warranted. In addition, surveys of students who indicate permission to contact their employer are pulled. In the past, employers were contacted via phone and asked their overall impressions of NFSC DPD graduates. Beginning fall 2010, employers are contacted via email and receive a survey link for the DDES. In addition, the DPD Director looks up contact information of each DI Director. In the past, employers and DI Directors were contacted via phone and asked their overall impressions of NFSC DPD graduates. Beginning fall 2010, DI Directors were contacted via email and receive a survey link for the DDES. The results of the DDES are shared with faculty to discuss needs for curriculum adjustments. Email and Facebook have been used to disseminate surveys and to maintain contact with alumni. They have been valuable resources and have made the assessment process more efficient and effective. Dietetic internship application and acceptance tracking has occurred every semester over the last five years. More recently, the tracking methods have become more sophisticated with the use of Excel. Faculty and advisory boards have provided ongoing input throughout the last five years. Faculty provide input during biweekly faculty meetings and the advisory board meets yearly to provide input. DPD 1.6.1 Actions Taken to Maintain Program Strengths and Address Areas for Improvement Process. Program strengths.

• Opportunities for Community Nutrition Experience. Students have many opportunities to serve the north state nutritional needs. There are many opportunities for students to obtain community nutrition experience while attending CSUC. The Center for Nutrition and Activity Promotion (CNAP; www.csuchico.edu/cnap), provides many opportunities for students each semester. Students start out in volunteer internship positions, and can move up to paid and supervisory positions. CNAP interns and employees typically develop and implement nutrition education in low-income schools. In addition, DPD students are placed in a community nutrition externship through their community nutrition class practicum (NFSC 465L). The Department Chair, Dr. Katie Silliman has a special area of interest in public policy. She has developed a public policy externship for two students to complete each semester. This experience allows students who are interested and passionate about public policy to obtain experience writing letters to policy makers, making visits to offices of politicians and communicating with student nutrition club members about various action alerts. Finally, the student club (NFSA) is very active each semester and regularly participates in community nutrition service events. In the last three years, there have been an estimated 50-60 members each semester.

• Perceived Preparedness. Students reported in their exit and alumni surveys that they felt prepared

by the NFSC program.


• Satisfied Students. Students are satisfied with their educational experience as evidenced by both their self reported preparedness (Outcome 2.5 and 2.6) as well as their comments on their exit surveys.

• Employer and Dietetic Internship Director Feedback. Employers and Dietetic Internship

Directors are generally satisfied with the CSUC NFSC students as evidenced by high scores on the DDES (Outcome 2.7). However, not all students provide their employer contact information, limiting the number of surveys collected. It may be that students who are unsure of their qualities as an employee refrain from providing employer contact information. Given the small sample size of 4 employers and 12 DI Directors from a class of 53 students, additional data is needed to determine if there are certain areas of weaknesses noticed by employers and internship directors.

• Time to Graduation. Most students complete their degrees (96%) and do so in a timely manner.

Specifically, 90% of DPD students completed their degrees in six years or less, far exceeding the university rate of 60%. This area of strength is in part due to the tremendous advising efforts by faculty. In fact, the Department Chair, Dr. Katie Silliman, RD, received the Outstanding Advisor award for the 2009-2010 school year. Each tenure-track faculty member is assigned to advising roughly 30 students. Students are encouraged to meet with their advisors each semester to review schedules and discuss career plans. An advising newsletter is developed each semester by the NFSC Department Chair that lists courses available both semesters, spring only, and fall only. In addition, the newsletter includes a reminder to students to meet with their advisors. This newsletter is disseminated to all NFSC students via email. Students frequently comment on the resourcefulness of the faculty. Students report on exit surveys that the faculty are easily approachable and encouraging. In NFSC 155 (Introduction to Nutrition and Food Sciences), students are required to meet with their advisors. Following their appointment with their advisor, students have their advisor sign their semester plan and turn it in for class points. Each semester advisors are given a list of their advisees and their contact information and encouraged to contact those who have GPA’s around or below 2.0.

• Quality Instruction. CSU Chico is known primarily for the quality of teaching. Faculty in the

Department of Nutrition and Food Science are truly committed to teaching and advising. This is evidenced by the fact that graduates frequently comment on their fondness of their instructors. In exit surveys compiled from fall 2008 to spring 2010, 74 of the 133 students who completed the survey specifically stated that the professors were what they liked most about the program. One student wrote, “Faculty member strengths vary. It is nice to be part of a well rounded nutrition team.” Another student wrote, “Constant interaction with faculty has been great and kept me on track.” Student loyalty is strong, as students maintain contact with their professors long after they have graduated. They frequently give back to their department through returning to Chico for guest lectures, taking a student volunteer or through giving money to the department. Last semester, $7,300 was donated in honor of a retiring professor. This money was used to set up a scholarship fund for future dietetic students who are applying to dietetic internships.

• Resources are used in a Sustainable Manner. The five-year average of the student to faculty ratio

for the NFSC department was lower than the university average. In addition, all faculty report using various forms of technology in the classroom.

• The majority of students go on to work in nutrition or related fields. The most common types

of positions include RD, DTR, Dietary Supervisor, and RN


Actions Taken to Maintain Strengths. • Community Nutrition Externships. Faculty will continue to attempt to secure grant funding in

applied nutrition research to support student opportunities. The community nutrition instructor meets regularly with preceptors to assure quality performances by students. The Center for Nutrition and Activity Promotion continues to increase grant funding to support student employment. CNAP currently employs 50 graduate and undergraduate students each semester with an annual payroll of over $300,000. CNAP has over $8 million in committed funding for the next three years.

• Advising and Teaching. Faculty will be encouraged to continue to meet with students for advising

on a regular basis. A semi-annual advising newsletter will continue to be developed and distributed. In addition, teaching will continue to be an important factor in the retention, tenure, and promotion process. The minimum rating in the area of teaching performance for promotion to Associate Professor is “effective” and to be promoted to full professor, “superior” is required.

• Sustainability. Faculty will continue to be encouraged by the Department Chair to minimize

printing costs, and utilize technology in the classroom. Sustainability is a significant focus on this campus as evidenced by the inclusion of sustainability in the university mission and vision statements, the CSU, Chico Institute for Sustainable Development, and annual sustainability conference. Additional information about the university commitment to sustainable practices can be accessed at http://www.csuchico.edu/sustainablefuture/.

• Perceived Preparedness. Exit surveys, alumni surveys, employer and internship director surveys

will be reviewed on an annual basis. If common themes develop indicating possible weaknesses in specific skill areas, strategies will be discussed at faculty and advisory meetings to adjust teaching and experiential learning activities.

Areas for Improvement.

• Number of Dietetic Internship Applicants. The number of students who applied to supervised practice programs within one year of graduating was far short of the benchmark. There are several explanations for this. First, CSUC has a nursing program that is highly competitive. Often, students who are not accepted into the CSUC nursing program, change their major to nutrition. They complete their degrees in nutrition with the intentions of pursing a RN program upon graduation. At least five students in every graduating class report that nursing is their overall career goal in their exit surveys.

Second, NFSC offers a M.S. Degree in Nutrition Science as well as a dietetic internship program that is only open to students completing their M.S. degree. Many students choose to apply to the NFSC masters program the year they graduate from their bachelors program. Even though they continue on and obtain their RD within three years of graduating, they choose the MS degree route first. This route applies to between 2-5 students each semester. Therefore, we are not able to count these students when calculating acceptance rate the same year of DPD completion. Finally, there are many students who do not have grades that are competitive enough for a dietetic internship. Therefore, they don’t apply because their grades fall short of the minimum GPA requirements reported by dietetic internship directors.


In fall 2009 a significant programmatic change was made in an effort to meet this outcome measure in the future. A pre-select process was implemented for the General Dietetics option (DPD). Beginning fall 2009, students must apply to the General Dietetics option after completing the following coursework: General Chemistry for Applied Sciences (CHEM 107), Organic Chemistry for Applied Sciences (CHEM 108), Human Physiology (BIOL 104), Allied Health Microbiology (BIOL 211), Statistics (MATH 105), and Human Nutrition (NFSC 240). Students must earn a grade of C or higher on all courses, and have a minimum GPA of 2.75 to apply to the General Dietetics option. Applications are reviewed each semester and students demonstrating a passion for dietetics and solid grades in their core sciences are accepted into the General Dietetics option. An estimated 20-25 students will be accepted into the Genreal Dietetics option each school year, including post-baccalaureate students who are also hoping to complete DPD coursework. In fall 2009, a new option was made available for students not interested in becoming dietitians. This Food and Nutrition Communication option is not CADE accredited. Students are encouraged to pursue this new option if they (a) would like to pursue alternative careers in nutrition not requiring an RD, or (b) are interested in nursing school, or (c) would like a degree in nutrition, but are not able to earn grades that are high enough for acceptance into a dietetic internship program. Students interested in foodservice also have the option of pursing our third option in Foodservice Administration. It is expected that the percentage of DPD students who apply to dietetic internships will increase over the next five years as students will be screened their sophomore year and accepted into the General Dietetics option if they demonstrate a desire to become a registered dietitian and they meet minimum GPA requirements. It is also expected that the total number of students in the General Dietetics option will decrease, as many students may decide to pursue one of the other two options based on career interests.

• Dietetic Internship Acceptance. The percentage of students who are accepted into a supervised practice program within the year they graduate also fell short of the benchmark. However, 69% is higher than the CADE reported national match rate, which was 50% in the 2009-2010 school year. The DPD director makes a significant effort to advise students in their career paths. The DPD Director encourages each student applying to dietetic internships to bring in a list of programs to which he or she intends to apply. She reviews the list with the applicant to ensure that the applicant is selecting programs that match his or her interests and abilities. She provides individualized attention and advice for each student based on his or her career aspirations and qualities as an applicant for a supervised practice program. The DPD director has only completed two years of advising for dietetic internship applications and has witnessed improvement in match rates. For the most recent spring 2010 match, 89% of applicants were matched. Therefore, it may be that the additional time spent with students in individualized career mentoring sessions is what is needed to improve this outcome measure in the future.

• Ethnic and Gender Minorities. The outcome measure regarding ethnic/race and gender

minorities was not met. In spring 2010, 26% of students at CSUC indicated that they were ethnic/race minorities. This is close to the ethnic/race and gender minority breakdown of the DPD program (25%). A departmental diversity plan was developed fall 2010 and is to be implemented spring 2011 (Appendix F).


• Topics Needing More Attention. When asked on their exit surveys, which topics they felt were not covered adequately, many students (n=16 between 2008-2010) reported that more classes were needed on nutrition counseling. Students only receive 8 weeks on nutrition counseling, as it is part of the nutrition counseling and education course (NFSC 460). Half of this course covers the process of developing theory-based nutrition education interventions and the other half of the course covers nutrition counseling. However, the instructor of this course agreed to start an optional 1-credit nutrition counseling training externship for students interested in becoming more proficient in counseling. This course is for students who have taken NFSC 460 and would like to obtain more experience in nutrition counseling. In addition, in fall 2009, a new program was started on campus, FitU (www.csuchico.edu/fitu), that allows nutrition students to conduct nutrition counseling appointments with CSUC student clients. Students who select to complete the 1-credit nutrition counseling externship training course are eligible to apply to be FitU peer mentors upon completion. Finally, many of the community nutrition (NFSC 465) fieldwork experiences involve nutrition counseling. Therefore, students have many opportunities to learn and practice their nutrition counseling skills if they choose.

• Lack of Clinical Nutrition Experience Opportunities. There are limited opportunities for

students to receive clinical nutrition experience in rural Northern California. However, the DPD Director is currently working on setting up externship sites with the local hospital and several skilled nursing facilities. Students who wish to obtain clinical nutrition volunteer experiences will be instructed to submit a brief application at the end of each semester. At the time of this self-study, five facilities have agreed to accept a DPD student for a minimum of three hours a week of voluntary externship experience each semester. Students will be selected for these externship experiences based on demonstrated professionalism, maturity, grades in their MNT and Foodservice Management courses, as well as intent to complete a supervised practice experience. In addition, within the School of Nursing there is a Clinical Simulation Center (http://www.csuchico.edu/nurs/SimCenter/). The MNT instructor has met with the head nurse of the Clinical Simulation Center to discuss future collaborations. In the future, DPD students could complete provide nutritional care to computerized dummies, mimicking a real life hospital experience. However, additional funding is needed to purchase time at the Clinical Simulation Center. Therefore, funding resources will be explored in the future.

• Insufficient Tenure Track Faculty. There is only one tenure-track faculty member with expertise

in foodservice management. In addition, there is only one tenure-track faculty member with expertise to teach food science courses. These two tenure-track faculty teach a long list of food courses including elementary food, science of food, food safety and sanitation, cultural food, dietary supplements and functional foods, as well as three foodservice management courses. Furthermore, both faculty members have requested release time for research efforts related to the Center for Nutrition and Activity Promotion. Therefore, part-time instructors teach several of the aforementioned food courses. Additional tenure-track faculty with expertise in food science or foodservice administration are warranted.

• Insufficient Alumni Feedback. Of the estimated 162 students who completed the DPD program

between fall 2005 and spring 2009, only 59 students completed the alumni survey 12-24 months following graduation. This results in a 36% response rate. In an attempt to improve the response rate, the alumni survey was disseminated via Facebook this year to the 53, 2009 graduates and 21 were completed resulting in a 40% response rate. Therefore, it is expected that alumni feedback will improve in the future thanks to email and Facebook communication.


DPD 1.6.2. Short- and Long-term Strategies to Maintain or Improve Program Effectiveness Short Term Strategies

1. Addition of full-time faculty. The Department of Nutrition and Food Sciences received permission from the Dean of the College of Natural Sciences to hire one tenure-track faculty member. This faculty member will have area of expertise in either food science or foodservice management. Candidates with a background in food science will be required to have a doctorate in food science and preferably be a Registered Dietitian. Candidates with a background in foodservice management will be required to have a master’s degree in nutrition or related field, and be a Registered Dietitian with preference given to candidates with doctorate degrees. Hiring is currently underway for a start date of August 2011.

2. Implementation of Pre-Select Process for Dietetics Option. Implementation of a pre-select

process for the dietetics option was initiated fall 2009. However, the effect this change may have on the number of DPD students who apply and are accepted to dietetic internships may not be evident for several years. It is expected that this adjustment will result in a higher percentage of DPD students applying to dietetic internships and a higher percentage of DPD students being accepted.

3. Addition of Optional Clinical Nutrition Experiences. The DPD director has begun developing

regular externship placements for students interested in obtaining clinical experience in the hospital and skilled nursing facilities in Chico and surrounding communities. The ultimate goal is to maintain 5-10 clinical externship experiences each semester. This may aide in increasing the acceptance rate to supervised practice programs as many dietetic internship directors hold high regard for clinical nutrition experiences.

Long Term Strategies

• Clinical Simulation Center. MNT instructors plan to explore the possibility of requiring students in MNT courses to participate in several simulated case studies at the Clinical Simulation Center. This will not only serve to improve clinical nutrition skills, but also provide students with an opportunity to practice using clinical judgment, which is information that can not be gleaned from textbooks. Furthermore, this experience may improve their understanding of the roles of other health care professionals in a clinical setting. The DPD Director has met with the nursing director of the Clinical Simulation Center. The nursing director was excited about facilitating DPD student use of the Clinical Simulation Center. However, implementing this 4-hour hands-on learning experience would cost $1,000 per semester. Therefore, potential funding opportunities must be explored.

• Change MNT Course Series. Currently, each of the two MNT courses is 3-units. In addition,

students take a 1-unit nutrition assessment lab. The nutrition assessment lab (NFSC 370L) is meant to provide students with hands-on assessment opportunities that compliment the MNT courses. However, since the assessment lab is a 300 level course, students often take this unit before they have taken MNT. A curricular change will be proposed for the 2011-2013 catalog that will include changing MNT I and MNT II to two, 4-unit courses that include a weekly 2-hour activity. The weekly 2-hour activity will include nutrition assessment opportunities currently completed in the nutrition assessment lab. Therefore, the nutrition assessment lab will be dropped. In addition, to balance out the unit requirement for graduation, Portfolio Review (NFSC 497) will be dropped and


students will be taught how to develop their career portfolios in their Futures in Dietetics (NFSC 457) course. The purpose of this curricular change is to provide more time for students to apply their MNT knowledge in a laboratory-like setting with additional simulation experiences. In addition to practicing assessment techniques, they will have the opportunity to learn and apply skills related to nutritional pharamacology, ethics, and scope of practice. In addition, students would be able to complete their Clinical Simulation Center hours during this time.

DPD 1.6.3. Budgeting Process to Accomplish Short and Long Term Strategies

• University Budgeting Process. California Legislature and the Governor vote to approve a budget for the state in June. Approximately 14% of the general funds for California go to higher education (University of California, California State University, and the California Community Colleges). A Statewide Board of Trustees, appointed by the Governor, manages the budget for the California State University system. The Trustees appoint the Chancellor (the chief executive officer of the CSU System) and the President of each campus. The Trustees then divide the budget for the California University system among its 23 campuses based on the needs of each campus. The CSU (and State of California) practices incremental budgeting: year-to-year changes in the campus operating budgets result from increases or decreases in the funding authorized by the State. The funding base for the CSU System is primarily through state support (also called General Fund), with the budget determined yearly by the state legislature. The unit that is responsible for resource planning at California State University, Chico is the Office of the Vice Provost for Planning, Resource Allocation and Evaluation. This Office, under the direction of the Vice Provost Arno Rethans, is responsible for allocating and reallocating its resources in ways that are consistent with the university mission, values and priorities. The budget is performance-based and is the tool that directs attention and resources to critical and strategic initiatives. The base budget authorizes resources and expenditures based on anticipated demand and delivery of educational programs and services. The Office of the Vice Provost for Planning, Resource Allocation and Evaluation is also responsible for coordinating the design and implementation of institutional effectiveness measurement and accountability management systems that support the CSU, Chico strategic priorities. Thus, resource allocation is tied directly to assessment and performance outcomes. The strategic priorities help to define the identity, values, goals and priorities of California State University, Chico (http://www.csuchico.edu/vpaa/wasc/StrategicPrior/index.html). Annual campus budget plans are available on the web at http://www.csuchico.edu/bud/budgetplans/index.shtml.

Three short-term strategies and two long-term strategies are proposed above to improve upon program weaknesses. The following explains how each strategy listed above will be funded.

Short Term 1. Addition of Full Time Faculty. During the 2010-2011 school year, department chairs in the

College of Natural Sciences proposed justifications for hiring a total of twelve tenure-track positions. Of the twelve requested, five were granted, one of which was for the Department of Nutrition and Food Sciences.

2. Implementation of Pre-Select Process for Dietetics Option. This change did not accrue any additional costs. Though a new option in Food and Nutrition Communication was initiated, the majority of course requirements are from other departments. Four new courses were proposed within the Department of Nutrition and Food Sciences for this new option. However, given that fewer students will be in the dietetics option, some DPD courses will be


offered only once a year, instead of twice a year. Therefore, no additional faculty salary dollars are needed.

3. Addition of Optional Clinical Nutrition Experiences. No resources are needed to support students obtaining optional clinical experiences. However, the DPD director will need to allocate some time to network with possible clinical preceptors, advertise that these opportunities exist and select students who are reliable and dependable to complete these externships.

Long Term 1. Clinical Simulation Center. DPD student use of the clinical simulation center will be

dependent on funding. 2. MNT class change. No costs will be incurred because units would be replaced. (MNT I and

MNT II will increase from 6 units to 8 units. The two units incurred for NFSC 370L and NFSC 497 will be dropped.)

Institution Planning and Assessment. The Office of the Vice Provost for Planning, Resource Allocation and Evaluation is responsible for coordinating the planning and implementation of California State University, Chico’s assessment and performance measurement systems. Assessment is accomplished through Academic Program Reviews, which play a key role in the improvement of undergraduate and graduate education at California State University, Chico. Each program (such as the Didactic Program in Dietetics) is reviewed every five years. The Academic Program Review is systematic and intentional about gathering data about performance and effectiveness and then using the resulting information to continuously improve what the program does. The Academic Program Review requires that programs demonstrate the programs’ ability to generate and analyze indicators of performance aligned with the programs’ mission, goals and objectives, and teaching and learning resources. Each department is allocated funds for a faculty member to serve as assessment coordinator. This represents 6 units of release per year for the Department of Nutrition and Food Sciences. This past year these 6 units were divided up among the Didactic Program Director and the Dietetic Internship Director to give them one course off so they could write the self-study reports. 2. Directions: Use the checklist below to rate how well your narrative, documents and exhibits show that your program meets the criteria (S-Satisfactory, MI-Missing Information, NI-Needs Improvement).

On-going Program Improvement S MI NI Results of the assessment process are used to identify strengths and areas for improvement. (CP/ICP/DI/DPD/DTP 1.6)

Results of the assessment process are based on achievement of expected program outcomes and goals. (CP/ICP/DI/DPD/DTP 1.6)

Areas in the assessment process include policies, procedures, curriculum, faculty, preceptors and resources (CP/ICP/DI/DPD/DTP 1.6)

• Actions are taken to maintain program strengths and address areas for improvement identified through the assessment process. (CP/ICP/DI/DPD/DTP 1.6.1)

• Short- and long-term strategies are planned to maintain or improve program effectiveness and achievement of expected program outcomes and goals in future years. (CP/ICP/DI/DPD/DTP 1.6.2)

• If the program does not meet CADE’s national benchmarks for pass rates for dietetic education programs,♣, the program implements and monitors a plan of action that addresses program components, including policies, procedures, curriculum and methods of assessing student learning as they progress through the program, to

♣ Refer to CADE Policies and Procedures and Appendix B.


improve graduate performance. (CP/ICP/DI/DPD/DTP 1.6.2.1) • If other expected outcome measures are not achieved, the program implements and monitors strategies to

improve results. (CP/ICP/DI/DPD /DTP 1.6.2.2)

• Costs to accomplish short and long term strategies are included in the budgeting process. (CP/ICP/DI /DPD/DTP 1.6.3)

Programmatic planning and outcomes assessment is integrated with institutional planning and assessment. (CP/ICP/DI/DPD/DTP 1.7)






CURRICULUM AND STUDENT LEARNING OUTCOMES The Dietetics Program has a planned curriculum based on the program’s environment, mission, goals and expected outcomes. The curriculum supports achievement of student learning and expected competence of the graduate.

Learning Activities (DPD 2.1) Curriculum Planning. With the publication of the 2008 ERAS, the new Learning Outcomes and Foundation Knowledge Competencies were thoroughly reviewed by the DPD Director and Department Chair. Immediate adjustments were made to the Student Learning Objective (SLO) matrix to match the 2008 ERAS. The faculty reviewed the revised SLO matrix at department meetings. Faculty provided suggestions of assignments that appropriately measure student understanding of various content areas. DPD 2.1.1. Disease Conditions. All DPD students take two semesters of MNT (NFSC 470 & 471) and a nutrition assessment laboratory (NFSC 370L). Students are taught how to assess, provide a nutritional diagnosis, design an appropriate intervention and monitor and evaluate patients with the following disease states: overweight/obesity, diabetes, cancer, HIV, cardiovascular disease, metabolic stress, renal diseases, food allergies, pulmonary diseases and various gastrointestinal conditions including bowel obstruction, short bowel syndrome, liver and pancreatic conditions. Students learn about MNT for various disease states through reading the textbook, attending lectures, completing in class and out of class activities, quizzes, exams, and case study papers and presentations. Some of the aforementioned conditions are also covered as they relate to other courses such as the Dietary Supplement and Functional Foods course (NFSC 345) and Advanced Human Nutrition (NFSC 440). DPD 2.1.2. Diverse Audiences. Students complete two case study papers in MNT I (NFSC 470) and one case study presentation in MNT II (NFSC 471). All case study papers and presentation are extracted from the textbook, Medical Nutrition Therapy: A Case Study Approach by Nelms, Long and Lacey. These case study examples include patients from all life stages and diverse cultures. In addition to completing case studies on diverse patients, they are also taught cultural competency through various lectures and assignments in several courses. For example, in their Nutrition Counseling and Education course (NFSC 460), two lectures are dedicated towards conducting nutrition education with diverse groups and they are tested on the material. In addition, students in the Nutrition Throughout the Life Cycle course (NFSC 360) learn how to assess nutritional needs specific to different age groups. Finally, in the Cultural Foods class (NFSC 429), students learn specific information about various cultures worldwide. The knowledge they gain about other cultures and working with diverse audiences can then be applied when assessing case study patients in their didactic courses or when interacting with real patients in the dietetic internship. DPD 2.1.3. Nutrition Care Process. In Nutrition Through the Life Cycle (NFSC 360), students are first exposed to the Nutrition Care Process (NCP). After learning the NCP, they are instructed to interview a pregnant woman, conduct a 24-hour dietary recall, analyze the recall and develop an intervention that includes specific dietary recommendations for the mom-to-be. This is their first exposure to the assessment and intervention phases of the NCP. In the MNT courses, students learn the nutrition care process through lecture, in and out of class activities and case study papers and presentations. They learn how to chart using the ADIM/E charting format and spend several lectures on writing Problem/Etiology/Signs and Symptoms (PES) statements. In addition, they are tested on the NCP material. Outside of their MNT courses, students are taught how to apply the nutrition care process in food delivery, nutrition education, nutrition counseling, and in the coordination of nutrition care. In their Nutrition


Counseling and Education course (NFSC 460), students are taught how to develop a theory-based intervention using a six-step process (Contento, 2011) that mimics the nutrition care process. They develop a 30-minute nutrition education intervention using this six-step process. First they have to assess their audience by conducting a brief needs assessment. Next they must select a behavior change theory to base their intervention, develop goals and objectives, create their intervention and then develop an evaluation plan to determine program effectiveness. Students in this class are also taught how to apply the nutrition care process to a nutrition counseling session and how to complete a medical chart note on a patient using the ADIM/E charting format. During their nutrition counseling role play assignment, students assess their client, determine the most pressing nutritional issue at hand (diagnosis) and provide a theory-based intervention using motivational interviewing counseling strategies. Finally, they determine how they will follow-up with their client and provide documentation of this in their medical chart note. In their foodservice management courses (NFSC 122, 230, 430, and 431), students are taught about the various food delivery systems, how to standardize recipes and assess and monitor food quality and safety. They are taught how to manage employees through applying the code of ethics. They are taught how to schedule employees, educate employees through in-service trainings and assess and monitor employee performance. They are taught how to manage a food budget and make menu changes to reduce costs. In addition, they are taught about the role of both the foodservice and clinical managers within a health care setting as well as the roles of other health care professionals in the coordination of nutrition care. They complete an assignment titled “A Day in the Life” where they are required to research the typical job tasks of a variety of health care employees. The following is a specific example of a series of assignments where students apply the NCP to a foodservice setting. In Foodservice Procurement and Management (NFSC 430) students administer a marketing survey on various food related topics to assess the need for a food product in their Science of Food (NFSC 320) course. In Science of Food the designated product is tested with sensory evaluation. Recipes are then standardized to be used in Foodservice Production and Equipment (NFSC 431) in a community oriented foodservice event (Chico on $10 a Day). In addition, the recipes that students develop and standardize in their Science of Food class are also used in a state-wide community nutrition program, Harvest of the Month. A local school foodservice director has also agreed to incorporate these recipes into her elementary school menus pending final recipe cost. See Appendix G for course descriptions published in catalog. The following tables summarize the text above: 2.1.1 Didactic learning activities prepare student for pre-professional supervised practice with patients/clients with various conditions, including but not limited to overweight and obesity, diabetes, cancer; and cardiovascular, gastrointestinal and renal diseases. Condition Where met Learning activity

NFSC 471 (MNT II) Lecture, exam, and case study presentation

NFSC 370L (Nutrition Assessment Lab

Fad diet book analysis/critique

Overweight and obesity

NFSC 460 (Nutrition Counseling and Education

Lecture, exam, and reading with discussion board and reflection paper


Condition Where met Learning activity Overweight and obesity (continued)

NFSC 345 (Dietary Supplement and Functional Foods)

Lecture, exam, interteach

NFSC 470 (MNT I) Lecture, exam, and CHO exchange assignment

NFSC 370L (Nutrition Assessment Lab)

Biochemical assessment lab that covers oral glucose tolerance test, the glycemic index and use of glucometers, and urine testing

NFSC 440 (Advanced Human Nutrition)

Lecture and exam

Diabetes




Cancer



NFSC 440 (Advanced Human Nutrition)

Lecture and exam


Cardiovascular Disease



GI NFSC 470 (MNT I) Lecture, exam, and case study presentations

Renal NFSC 471 (MNT II) Lecture, exam, and case study presentation

HIV/AIDS NFSC 471 (MNT II) Lecture, exam and case study presentation

Food Allergy NFSC 471 (MNT II) Lecture and exam Pulmonary diseases NFSC 471 (MNT II) Lecture, exam, and case

study presentation


2.1.2 Didactic learning activities prepare students to implement the nutrition care process in pre-professional supervised practice with various populations and diverse cultures including infants, children, adolescents, adults, pregnant/lactating females and the elderly. Topic Where met Learning activity

NFSC 370L (Nutrition Assessment Lab)

Lecture with PES statement laboratory activity

NFSC 470 (MNT I) Lecture, exam, case study papers

NFSC 471 (MNT II) Lecture, exam, case study presentations

Nutrition Care Process

NFSC 460 (Nutrition Counseling and Education)

Lecture, exam, nutrition counseling role play assignment

NFSC 360 (Lifecycle Nutrition)

Lecture, exam, pregnancy project, lifecycle observation Assignment

NFSC 429 (Cultural Food) Lecture, exam, case study, ethnic market assignment, laboratory leadership project, and qualitative research project

Various Populations


Lecture and exam

2.1.3 Didactic learning activities prepare students to implement all nutrition interventions defined in the nutrition care process (food and/or nutrient delivery, nutrition education, nutrition counseling and coordination of nutrition care) in pre-professional supervised practice. NCP Intervention Where met Learning activity

NFSC 122 (Food Safety and Sanitation)

Lecture, HACCP and ServSafe exams, and HACCP plan assignment

NFSC 230 (Intro to Foodservice Administration)

Lecture, exams, code of ethics assignment, marketing brochure assignment, labor scheduling assignment, labor cost assignment

Food/Nutrient Delivery

NFSC 430 (Foodservice Procurement and Management)

Lecture, exams, quantity purchasing assignment, customer and production menu assignment, recipe standardization and recipe costing assignments


Condition Where met Learning activity Food/Nutrient Delivery (continued)

NFSC 431 (Foodservice Equipment and Production)

Lecture, exams, Chico on $10 a Day assignment


Development of a theory-based nutrition education intervention assignment, nutrition counseling role play assignment

Nutrition Education and Counseling

NFSC 465 (Community Nutrition)

Fieldwork goals and objectives and nutrition education plan assignments, fieldwork counseling experience

NFSC 470 MNT I

Lectures and exams on job tasks of all health care team members

Coordination of Nutrition Care

NFSC 431 Foodservice Procurement and Management

Lecture, exams, and A Day in the Life Assignment


Learning Activities S MI NI The curriculum is planned to provide learning activities to The curriculum is planned to provide learning activities to attain all the Foundation Knowledge and Learning Outcomes (Appendix A) defined for entering a Dietetic Internship for eligibility for the RD examination (DPD 2.1)

Didactic learning activities prepare students to implement the nutrition care process in pre-professional supervised practice with various populations and diverse cultures, including infants, children, adolescents, adults, pregnant/lactating females and the elderly (CP/ICP/DI/DPD/DTP 2.1.2)

Didactic and supervised practice learning activities prepare students to implement all nutrition interventions defined in the nutrition care process (food and/or nutrient delivery, nutrition education, nutrition counseling and coordination of nutrition care) in pre-professional supervised practice. (CP/ICP/DI/DPD 2.1.3)






Curriculum Plan (DPD 2.2) DPD 2.2.1. Curriculum. See Appendix H for courses that students complete to meet each of the Foundation Knowledge, Learning outcomes and Support Knowledge. DPD 2.2.2. Curriculum Organization and Sequencing See Appendix I for a complete list of required coursework for the Option in General Dietetics (DPD) along with an academic map for the recommended course sequencing. Students are encouraged to take Introductory to Nutrition and Food Sciences (NFSC 155) their first semester. This 1-credit course exposes students to the three different options in the major. In addition, students are taught the three-step process for becoming a Registered Dietitian. They are told the importance of earning good grades and obtaining work, volunteer, and leadership experiences to prepare for a dietetic internship. In addition, they are taught about the resources available on campus that will help them succeed in their classes. Finally, guest speakers with careers in the nutrition field are invited to speak about the various job opportunities in nutrition and food science. The purpose of this course is to help students decide which option they plan to pursue and to give them the tools they need to succeed in the major. In addition to the introductory course, students begin their DPD curriculum with their basic science courses. Physiology (BIOL 104), microbiology (BIOL 211), inorganic chemistry (CHEM 107), and organic chemistry (CHEM 108) provide a basic foundation for nutritional sciences. Physiology, inorganic and organic chemistries are all pre-requisite courses for the sophomore-level Human Nutrition (NFSC 240) course. Human Nutrition is a pre-requisite for almost all of the subsequent courses including MNT (NFSC 470 and 471) and Nutrition Throughout the Life Cycle (NFSC 360). At the junior level, students take Biochemistry (CHEM 350) and the Biochemistry Laboratory (CHEM 350L). Once students take Human Nutrition and Biochemistry, they have the pre-requisites necessary for Advanced Human Nutrition (NFSC 440). In Advanced Human Nutrition, students learn about the metabolic pathways as it relates to nutritional science. Human Nutrition, Biochemistry and Nutrition Throughout the Life Cycle are all required pre-requisites for the two MNT courses (NFSC 470 and NFSC 471). Students are encouraged to take Elementary Foods (NFSC 120) their first semester. This course is a pre-requisite for the foodservice management courses (NFSC 230, 430 and 431) and food science (NFSC 320).

Normal / Medical Nutrition Therapy Series

NFSC 440 Advanced

Human Nutrition

NFSC 470 Medical Nutrition

Therapy I may be taken

with 440

NFSC 471 Medical

Nutrition Therapy II

NFSC 345

Dietary Supplements &

Functional Foods

NFSC 360 Nutrition

Throughout Lifecycle

NFSC 370L Nutrition

Assessment Lab NFSC 240

Human Nutrition

Biol 104 Chem 108

Chem350


NFSC 120 Elementary

Food

NFSC 122 Food Safety

and Sanitation

NFSC 320 Science of

Food

NFSC 429 Cultural

Food

Food Science Series

NFSC 120 Elementary

Food

NFSC 122 Food Safety

and Sanitation

NFSC 230 Intro

Foodservice Administration

NFSC 430 Foodservice Procurement

NFSC 431 Foodservice Equipment

Foodservice Administration Series

Elementary Food and Science of Food are both pre-requisites for Cultural Food (NFSC 429). Students are also encouraged to take the Food Safety and Sanitation (NFSC 122) course at the beginning of the collegiate career, as this provides foundation knowledge for their foodservice management courses. However, the Food Safety and Sanitation course is not a pre-requisite for any other courses, allowing students the flexibility to take the course as it fits in their schedule. Students are also required to take three foodservice management courses beginning with a sophomore-level introductory course (NFSC 230), followed by two senior-level courses on the topics of foodservice procurement (NFSC 430), equipment and production (NFSC 431).

Students receive significant exposure to topics in community nutrition through two senior-level courses, nutrition counseling and education (NFSC 460), and community nutrition (NFSC 465). In their community nutrition course, they complete a practicum experience that includes student placement in various community settings, supervised by preceptors in the field of community nutrition. Students in the Nutrition Counseling and Education course are required to have taken Human Nutrition, Nutrition Throughout the Life Cycle and either have taken or are concurrently enrolled in their first semester of MNT. In their first semester of MNT, students learn the nutrition care process, which is revisited in the nutrition counseling section of the Nutrition Counseling and Education course. Students are encouraged to take Community Nutrition their last semester. If possible, students are encouraged to take Nutrition Counseling and Education before they take Community Nutrition. That way students in their Community Nutrition practicum placements have the knowledge and skills to conduct basic nutrition counseling and education with clients. Dietary Supplements and Functional Foods (NFSC 345) is another course in this series and students typically take this course their junior year after they’ve taken the pre-requisite, Human Nutrition.


NFSC 240 Human

Nutrition

NFSC 465 Community Nutrition

NFSC 460 Nutrition

Counseling & Education

NFSC 440 Advanced

Human Nutrition

NFSC 345

Dietary Supplements &

Functional Foods

NFSC 360 Nutrition

Throughout Lifecycle

NFSC 370L Nutrition

Assessment Lab

Normal / Community Nutrition & Counseling Series

NFSC 470 Medical Nutrition

Therapy I may be taken

with 440 Biol 104

Chem 108

Chem350

Students are exposed to careers in the fields of dietetics, nutrition and food through a 3-course series. Students are encouraged to take the 1-credit introductory to nutrition and food science course (NFSC 155) their first semester to gain exposure to various employments in the field as well as a broad understanding of the department and curriculum. During their senior year, students take Futures in Dietetics (NFSC 457) and Portfolio Review (NFSC 497). These two courses were designed to assist students with career planning, applications to jobs, and dietetic internships. Finally, two additional courses are required outside of the major. Students take Principles of Psychology (PSY 101) to obtain a greater understanding of the complexities of the central nervous system, behavior theories, and mental illnesses. Students are required to take an introductory statistics course (MATH 105) to provide a foundation for both analyzing and conducting research. Students are encouraged to complete these courses in their first two years. Examples of Sequential and Integrated-Learning Experiences Example 1: In Foodservice Procurement and Management (NFSC 430) students administer a marketing survey on various food related topics to assess the need for a food product in their Science of Food (NFSC 320) course. In Science of Food the designated product is tested with sensory evaluation. Recipes are then standardized to be used in Foodservice Production and Equipment (NFSC 431) in a community oriented foodservice event (Chico on $10 a Day). In addition, the recipes that students develop and standardize in their Science of Food class are also used in a state-wide community nutrition program, Harvest of the

NFSC 155 Intro to Nutrition & Food Science

NFSC 457 Futures in Dietetics

NFSC 497 Portfolio Review

Professional Development Series

New to Major

Senior Standing


Month. A local school foodservice director has also agreed to incorporate these recipes into her elementary school menus pending final recipe cost. Example 2: In Human Nutrition (NFSC 240), students are assigned four different research articles throughout the semester, each with fairly simplistic research designs and instructed to summarize and critique the articles. In Nutrition Assessment Lab (NFSC 370L), students are taught how to use the ADA Evidence Analysis Library. After this instruction, they are asked to find one research article on a topic related to clinical nutrition. Next, they are instructed to act as an EAL reviewer and complete a worksheet that assesses the research quality of the study. Finally, in Advanced Human Nutrition (NFSC 440), they team up with another classmate and together they are instructed to develop a research question. Next, they must find four research articles that help answer their research question. They have to complete an EAL worksheet on each article and then write a 1-page summary, just as an EAL reviewing team would. Though these culminating assignments, students learn how to interpret research. They learn critical thinking and become proficient in searching for research articles using various databases. In addition, they become familiar with using the EAL as a resource for accessing evidence-based practice guidelines. Example 3: In Nutrition Through the Life Cycle (NFSC 360), students are first exposed to the Nutrition Care Process (NCP). After learning the NCP, they are instructed to interview a pregnant woman, conduct a 24-hour dietary recall, analyze the recall and develop an intervention that includes specific dietary recommendations for the mom-to-be. This is their first exposure to the assessment and intervention phases of the NCP. Students revisit the Nutrition Care Process in much greater detail in their first semester of MNT (NFSC 470). Students complete two case study assignments in that course on clients with two different disease conditions that are covered in the class. In their second semester of MNT (NFSC 471), students develop a case study presentation, which they present for the class. They also turn in a medical chart note that is written in ADIM/E format. Finally, in Nutrition Counseling and Education (NFSC 460), the instructor reviews the NCP as it applies to the outpatient setting. Students conduct a video-taped mock nutrition counseling role play at the end of the semester and are required to chart on the client using an ADIM/E charting format. Example 4: In Nutrition Through the Life Cycle (NFSC 360), students complete the Food and Feelings Workbook: A Full Course Meal on Emotional Health by Karen Koenig, LCSW, M.Ed. This workbook addresses seven emotions that relate to eating. Through completing the workbook students become familiar with the multidimensional aspect of food and nutrition. Next, in their Nutrition Counseling and Education course (NFSC 460), they read and reflect on the book, Intuitive Eating, by Evelyn Tribole and Elyse Resch. This workbook addresses normalizing eating through attention to internal physiologic and psychologic feelings and emotions. Finally, in their last semester, seniors read Health at Every Size, by Linda Bacon in their Community Nutrition course (NFSC 465). In this book, students learn about size discrimination and explore the literature that fitness may be a more important predictor of health than weight. Throughout these three courses, students explore their own relationship with food and their bodies. They are exposed to non-diet techniques as tools to assist their own clients. Example 5: In Nutrition Counseling and Education (NFSC 460), students complete two projects that involve fictitious scenarios and clients. First, in their theory-based nutrition education assignment, students prepare a 30-minute intervention for a certain target audience and present their intervention to their peers who pretend to be members of their target audience. Second, in the nutrition counseling role-play assignment, students conduct a 30-minute counseling session with a student who is acting like a client with a real nutritional issue. These mock activities prepare students for their real-life practicum experience in their


Community Nutrition (NFSC 465) course their final semester. These practicum experiences often involve developing nutrition education interventions or conducting counseling sessions with real clients. DPD 2.2.3. Educational Methods and Rationale for their Use A variety of educational methods are used to engage learners. Please see Appendix J to view sample syllabi. The following table includes educational methods used, rationale as well as course examples. Educational Method

Rationale Examples

Lecture Disseminate information All courses In Class Discussions

Encourages student-faculty contact and critical thinking

All courses

Exams Test knowledge All courses with the exception of career courses NFSC 155, NFSC 457, & NFSC 497

Presentations Facilitate the development of public speaking skills; encourages active learning as students teach concepts to a large group

NFSC 230 Foodservice employee In-service Presentation; NFSC 471 MNT Case Study Presentation; NFSC 460 Theory Based Nutrition Education Presentation

Interteach Encourages cooperation among students; students learn through teaching a concept to another student

NFSC 345 Dietary Supplements and Functional Food

Assigned reading reflections and workbooks

Students read actively and think critically about how the concept applies to the class content and their personal lives and careers

NFSC 360 Food and Feelings Workbook; NFSC 460 Intuitive Eating Electronic Discussion Posts; NFSC 465 New York Times Article Reflections

Projects that mimic real world experiences

Encourages active learning and cooperation among students

NFSC 230 Role Playing Negotiation Activity; NFSC 460 Video-Taped Counseling Role Play; NFSC 470 MNT Case Study Assignments; NFSC 457 Letter to Legislator

Research article critiques

Encourages active learning; students learn how to assess quality of research

NFSC 240 Article Review; NFSC 440 ADA Evidence Analysis Worksheet Assignment

Research paper Encourages active learning; students learn how to conduct a basic research study including collecting and analyzing data

NFSC 320 Product Development and Sensory Evaluation

Laboratories and Fieldwork Experience

Encourages active learning and cooperation among students

NFSC 431 Chico on $10 a Day; NFSC 465 Community Nutrition Fieldwork Observation; NFSC 120 Elementary Foods Lab

Field Trips Encourages active learning NFSC 430 and NFSC 431 (see DPD 2.2.4 below)

DPD 2.2.4. Experiences that Require Interdisciplinary Interactions

• Fieldwork Experience. In Community Nutrition (NFSC 465), students are placed in fieldwork experiences. They work in various organizations and agencies with a variety of health care professionals including registered dietitians, dietetic technicians, public health professionals,


physicians, physical therapists, psychologists, school foodservice directors, K-12 educators, gerontologists, licensed social workers, and addiction specialists.

• Field Trips. Students go on several field trips in their foodservice management courses.

NFSC 430: Foodservice Procurement and Management - Propacific Fresh - CSU Chico Farm Meat Lab (NFSC 430) - CSU Chico Farm Organic Food and Farm Conference (tours of organic vegetable project

and dairy) - Sierra Nevada Brewing Co. (Fermentation, Storage and Bottling Rooms and Quality

Assurance labs) - Knudsen Juice Plant NFSC 431: Foodservice Equipment and Production - CSU Chico Composting Display Area - Sierra Nevada Brewing Co. (restaurant kitchen and catering kitchen) - Chico Unified School District Bakery and Distribution Storage Center

• Cultural Foods Lab. NFSC 429 (Cultural Foods) includes a lab component. Each week is

dedicated to celebrating the culture of a different region of the world. Each student in the lab is assigned to give an oral presentation on a particular culture, including religion, customs, farming, etc. In addition, each student invites a guest speaker who is either from that region, or has lived in that region. The class prepares foods representing the culture. They eat the food as they listen to one student presentation. The guest speaker is invited to eat with the class and is also interviewed by the presenter

• Elementary Food Lab. NFSC 120 (Elementary Food) includes a lab component where students

experiment with food as it relates to the class content.

• Nutrition Assessment Lab. NFSC 370L (Nutrition Assessment Lab) is a 1-unit course where students practice assessment techniques such as calculating energy needs, measuring lean body mass, blood pressure, blood glucose, and learning to navigate ADA’s Evidence Analysis Library.

DPD 2.2.5. Examples of Opportunities to Develop the Following Professional Qualities: Professional quality

Class Assignment Assignment Description

Teamwork / Collaboration

NFSC 440 Advanced Human Nutrition

EAL Students work with a partner to develop research question and find four research articles that help answer their research question. They have to complete an EAL worksheet on each article and then write a 1-page summary, just as an EAL review team would.


Professional quality


NFSC 431 Foodservice Equipment and Production

Chico on $10 a Day

Chico on $10 a Day teaches students how to incorporate sustainable practices into a community based foodservice event. Students form committees for event planning and implementation. Students work together in committees of four and each committee is assigned a specific task related to the event such as room set up, cooking, and entertainment.

NFSC 460 Nutrition Counseling and Education

Theory Based Nutrition Education Intervention

Students work in groups to develop and perform a 30-minute nutrition education intervention for a specific target audience.

Teamwork / Collaboration (continued)


Interteach Interteaching consists of a 20 to 30 min student-to-student classroom discussion where students are asked to discuss the main points in a specified reading with a partner.

NFSC 470 and 471 Medical Nutrition Therapy I & II

Case study papers and presentation

Students assess, provide a nutritional diagnosis and propose an intervention and evaluation plan for fictitious clients

NFSC 440 Advanced Human Nutrition

EAL Students work with a partner to develop a research question and find four research articles that help answer their research question. They have to complete an EAL worksheet on each article and then write a 1-page summary, just as an EAL review team would.

Problem Solving / Critical Thinking


Interteach Interteaching consists of a 20 to 30 min student-to-student classroom discussion where students are asked to discuss the main points in a specified reading with a partner.


Strengths and Weaknesses assignment

Students must list out 10 personal strengths and 10 weaknesses

Self-assessment


Career Portfolio

Students write reflections on each assignment that they place in their portfolio, relating the assignment to their career goals.


Cover Letter and Resume

Students write a cover letter or statement of purpose and a resume.

Personal and professional attitudes and values


Career Goals and Work Philosophy Statement

Students write their short term and long term career goals and 3-5 work philosophy statements to include in their career portfolio


Professional quality


Cultural Competence

NFSC 429 Cultural Foods

Cultural Foods Presentation

Students research and present on a particular culture. This presentation includes an interview of a guest who represents that culture. Students in the class work together to prepare foods unique to that culture.

NFSC 465L Community Nutrition Laboratory

Fieldwork Experience

Students are placed in a community setting and must take initiative in completing assigned tasks and developing and implementing various interventions.

Leadership


Letter to the Legislator Assignment

Students write letters to their public leaders

NFSC 230 Introduction to Foodservice Administration

Lecture and exam

Students are taught seven steps to effective decision-making in a classroom-based lecture. Students discuss different decision-making styles pertaining to foodservice case studies.

Decision-making skills

NFSC 470 and 471 Medical Nutrition Therapy I & II

Case study papers and presentations

Students use decision making skills to make an appropriate nutritional diagnosis and intervention.


Curriculum Plan S MI NI The program's curriculum plan includes the following (CP/ICP/DI 2.3 or DPD/DTP 2.2):

Identification of course(s) that students will complete to meet each of the Foundation Knowledge and Learning outcomes, included the Support Knowledge defined in Appendix A (DPD 2.2.1)

Organized, sequential courses that logically progress from introductory learning activities and build on previous knowledge to achieve the expected depth and breadth of knowledge and competency upon completion of the program (DPD 2.2.2)

Culminating experiences (such as planned staff experience) to demonstrate entry-level competence (CP/ICP/DI 2.3.3)

A variety of educational approaches necessary for delivery of curriculum content, to meet learner needs and to facilitate expected learning outcomes, e.g. field trips, role-playing, simulations, problem-based learning, classroom instruction, laboratory experiences and other practice-related experiences. (CP/ICP/DI 2.3.4/DPD 2.2.3/DTP 2.2.3)

Opportunities for students or interns to participate in interdisciplinary learning activities (CP/ICP/DI 2.3.5; DPD 2.2.4; DTP 2.2.4)

Opportunities for students or interns to develop collaboration and skills. (CP/ICP/DI 2.3.6; DPD 2.2.5; DTP 2.2.5)

Opportunities for students or interns to develop problem solving and critical thinking skills, (CP/ICP/DI 2.3.6; DPD 2.2.5; DTP 2.2.5)

Opportunities for students or interns to develop self-assessment skills. (CP/ICP/DI 2.3.6; DPD 2.2.5; DTP 2.2.5)

Opportunities for students or interns to develop personal and professional attitudes and values. (CP/ICP/DI 2.3.6; DPD 2.2.5; DTP 2.2.5)

Opportunities for students or interns to develop cultural competence. (CP/ICP/DI 2.3.6; DPD 2.2.5; DTP 2.2.5)


Opportunities for students or interns to develop leadership and decision-making skills (CP/ICP/DI 2.3.6; DPD 2.2.5; DTP 2.2.5)

DPD : Course syllabi with clearly defined objectives reflecting the breadth and depth of course content and expected student performance (DPD 2.2.6)






Curriculum Length (DPD 2.3) Length of Program. The DPD is 120 units of which 75 units or credit hours (40 units of core courses and 35 units for the Option in General Dietetics) are required for the degree. In addition to the units required for the DPD program, students must also meet general education requirements. It is expected to take four years if students maintain full time status. To view a major academic plan map, visit http://em.csuchico.edu/aap/map/FourYearPlan.aspx?AcademicYear=2009-11&Major=NUFSDIETBS (or see Appendix I). Graduates receive a Bachelors of Science degree in Nutrition and Food Sciences, Option in General Dietetics. A complete description of requirements for a bachelor's degree may be found at: http://www.csuchico.edu/catalog/programs/05Degree/03reqs.html Justification of Program Length. The Bachelor of Science degree in Nutrition and Food Sciences, Option in General Dietetics is the same number of units as the majority of programs at California State University, Chico. In fact, 120 units is the minimum number of units required for a degree at this institution. 2. Directions: Use the checklist below to rate how well your narrative, documents and exhibits show that your program meets the criteria (S-Satisfactory, MI-Missing Information, NI-Needs Improvement).

Curriculum Length S MI NI The curriculum's length including planned number of supervised practice hours is based on the program mission and goals. (CP/ICP/DI 2.4; DPD/DTP 2.3)

The curriculum's length conforms to commonly accepted practice in higher education. (CP/ICP/DI 2.4; DPD/DTP 2.3)

The curriculum's length is consistent with the program's learning outcomes. (CP/ICP/DI 2.4; DPD/DTP 2.3) 3. Directions: Use the checklist below to evaluate how well the program meets the overall criteria.





Learning Assessment (DPD 2.4) DPD 2.4-2.5 Ongoing Assessment Plan Assessment Plan. The student learning outcomes were adjusted when the new ERAS were released in 2008. The Department Chair (who is also the Assessment Coordinator for the department) and the DPD Director oversaw the updating of the student learning outcomes for both CADE and institutional accreditation. Tenured and tenure-track faculty provided input on existing assignments that related to the competencies listed in the matrix during faculty meetings (see meeting minutes). New lectures and assignments were developed for some of the competencies. Implementation of Assessment. The Department Chair asks that each instructor collect data once a year. Instructors send data to the Department Chair and the Department Chair manages the assessment matrix for yearly institutional accreditation. Courses in which assessment will occur along with responsible faculty are listed in the Written Assessment Plan in Appendix K. The Department Chair shares the yearly assessment matrix with the DPD Director. The Department Chair presents assessment outcomes at faculty meetings on a yearly basis. Faculty discuss strategies for improvement in teaching or course management if outcome measures are not met. The results of the learning outcome measures are located in Appendix L. 2. Directions: Use the checklist below to rate how well your narrative, documents and exhibits show that your program meets the criteria (S-Satisfactory, MI-Missing Information, NI-Needs Improvement).

Learning Assessment S MI NI The program has a written plan for ongoing assessment.

The plan for ongoing assessment demonstrates the process by which students are regularly evaluated on their acquisition of the knowledge and abilities necessary to attain each competency/learning outcome specified in Appendix A. (CP/ICP 2.5; DPD/DTP 2.4):

The written plan includes

• The assessment methods that will be used (CP/ICP/DI 2.5.1; DPD/DTP 2.4.1)

• The didactic and/or supervised practice course(s)/rotation(s) in which assessment will occur (CP/ICP/DI 2.5.2; DPD/DTP 2.4.2)

• The individuals responsible for ensuring assessment occurs (CP/ICP/DI 2.5.3; DPD/DTP 2.4.3)

• The timeline for collecting formative and summative assessment data (CP/ICP/DI 2.5.4; DPD/DTP 2.4.4)

The program has implemented the process for assessing intern competencies/student learning outcomes (CP/ICP/DI 2.6; DPD/DTP 2.5):

Data on actual intern/student learning outcomes are collected, aggregated, and analyzed by comparing to expected competencies/outcomes according to the timeline in the assessment plan. (CP/ICP/DI 2.6.1; DPD/DTP 2.5.1)

Analysis of aggregate data is used to determine the extent that expected competencies/learning outcomes are being achieved. (CP/ICP/DI 2.6.2; DPD/DTP 2.5.2)





On-going Curricular Improvement (DPD 2.6) DPD 2.6.1. Curriculum Review Process and Current Strengths and Areas for Improvement Curriculum Review Process. Given the small size of the NFSC department, all tenured and tenure-track faculty are part of the Assessment and Curriculum Committee. Therefore, assessment and curriculum discussions take place in the context of biweekly faculty meetings. In addition, significant programmatic changes are discussed at annual advisory committee meetings. Curriculum Strengths.

• All outcome measures were met with the exception of two (KR 2.3.a. and KR 4.1.b.). • The SLO matrix includes evaluation techniques that are compatible with a variety of learning styles. • Students have the opportunity to apply their knowledge in a variety of simulated and real-life

experiences such as the nutrition counseling video-taped role play exercise, the theory-based nutrition education intervention, community nutrition fieldwork experience, MNT case studies, foodservice in-service presentation, and national certification examinations.

• Faculty are knowledgeable of the topics they are teaching and are active in research and their community.

• Several topics are covered in multiple locations, so students learn through repeated exposure. Examples include: metabolism, nutrition care process, and food safety/sanitation.

• Students are well prepared for the working world with three different 1-credit courses dedicated to preparing students for post college careers (NFSC 155, NFSC 457, NFSC 497). Through these courses, students hear from a variety of guest speakers in the dietetics profession, they obtain assistance in developing resumes, cover letters, interview skills, and dietetic internship applications. They also graduate with both a binder and electronic career portfolios.

Curriculum Areas for Improvement.

• Outcome measure KR 2.3.a. was not met for the assignment in MNT II (NFSC 471). For this outcome measure, students were taught concepts related to Scope of Dietetics Practice Framework and Standards of Professional Performance in a single lecture in an MNT course and then tested on some of those concepts using four different exam questions. Only 73% of students obtained a score of 70% or better on those 4 exam questions. Therefore, additional time should be spent both teaching these topics and a new homework assignment may be warranted to aide in learning which could also be used as an assessment instrument.

• Outcome measure KR 4.1.b. was not met for the examination on budget topics in Foodservice Procurement and Management (NFSC 430). For this outcome measure, students are taught budgeting through a series of lectures and examination scores are used to assess understanding. This is a challenging exam for students, as they have limited knowledge of budgeting prior to the course. The professor, Stephanie Bianco-Simeral, reported that students perform worse on this exam compared to other exams in her class. She has agreed to give more attention to this topic in the future through facilitating a review session or study guide.

• With the new 2008 ERAS, several new assignments were added to the curriculum. Some assignments were added for the first time this fall 2010 semester. Therefore, it is unknown how these assignments will impact learning long term. Furthermore, no data is available for three of the assignments in the assessment matrix.

• According to responses on exit surveys between 2005 and 2010, perceived knowledge of nutrient-nutrient and drug-nutrient interactions was low with an average of 40% of students reporting that their understanding was high or very high.


• According to responses on exit surveys between 2005 and 2010, perceived knowledge of public policy was low with an average of 50% of students indicating that their ability to explain a public policy related to dietetics was high or very high.

• Syllabi lack consistency in formatting. In addition, some syllabi do not include the specific learning outcomes covered in the class.

DPD 2.6.2. Incorporating New Topics in Dietetics into the Curriculum. Each year the DPD Director attends the regional Dietetic Educators of Practitioners meeting. This is where new topics are often presented. In addition, the DPD Director scans the Journal of the American Dietetic Association monthly, DEP listserv daily and DEP-Line Newsletter quarterly to stay abreast of new topics and technologies in the field of dietetics. In addition to these resources, the ERAS are also examined as a source of new topics that must be incorporated. The DPD Director communicates new topic ideas with faculty. Strategies for incorporating new topics into the curriculum are discussed at bi-weekly faculty meetings. DPD 2.6.3. Comparability of Educational Experiences and Consistency of Learning Outcomes. For courses that are taught by multiple instructors, materials are shared, assignments are kept consistent, syllabi are similar, and textbooks are the same. To maintain consistent, transferable education with community colleges, the Articulation Officer creates and maintains articulation agreements with 109 California Community Colleges for Chico State lower division major preparation courses and enters and maintains articulation information on the ASSIST Website (http://www.assist.org). For more information on articulation agreements, visit http://em.csuchico.edu/aap/Office/Artic.asp. DPD 2.6.4. Actions Taken to Maintain Curriculum Strengths and Address Areas for Improvement in the Past 5 Years. Several curricular changes have been made over the last five years. These changes were both in response to exit survey trends and new topics emerging in dietetics.

• MNT Course Series. A curricular change was made fall 2008 that involved enhancing MNT curriculum. In the past, a clinical nutrition course was offered (formerly NFSC 370) followed by a seminar course in MNT (formerly NFSC 470). The seminar course involved mostly just student presentations of various disease states. The instructors felt that student understanding of MNT greatly varied based on the quality of student presentations. Therefore, changes were made to the course catalog transitioning these two courses to a two-semester MNT course series (NFSC 470 and 471). Now students learn health care policy, the nutrition care process and nutrition assessment as well as the MNT for half of the disease states in MNT I (GI conditions, diabetes, metabolic stress, enteral and paraenteral feedings). In MNT II, students spend the first two weeks reviewing MNT I material. After the review, Scope of Dietetics Practice Framework and Nutritional Pharmacology are covered, followed by the following disease states: cancer, HIV/AIDS, pulmonary, cystic fibrosis, anemias, food allergies, renal, weight management and eating disorders.

• Advanced Human Nutrition Enhancement. A curricular change was made fall 2008 that involved enhancing Advanced Human Nutrition (NFSC 440) from a 3-credit course to a 4-credit course. This change was made based on the need to add nutrigenetics/nutrigenomics and exercise metabolism to the course curriculum.

• Food Safety Course Addition. A curricular change was made fall 2009 that involved the addition of a food safety course. Prior to this change, food safety was covered in the food service management course series. By dedicating an entire 2-credit course to food safety, more time could be spent in food service management courses on other topics such as budgeting, nutrient analysis software (NutriKids), private practice, and culinary skills in foods labs.


• Drug-nutrient interactions. A new lecture was added to MNT II on Nutrition and Pharmacology. For the final exam, students are asked to memorize common drug-nutrient interactions of commonly used medications.

• Public Policy. A public policy lecture was added to NFSC 457 (Futures in Dietetics). Students must complete an in-depth homework assignment on how a bill becomes a law before attending the lecture. Following the lecture, students are required to write a letter to a legislator regarding a nutrition related bill.

• New Topics. The following new topics were added to courses over the last five years: Scope of Dietetics Practice Framework, Nutrition Care Process, ADA Code of Ethics, Evidence Analysis Library, managed care, pharmacology, food allergies, motivational interviewing, Health at Every SizeSM, Satter Eating Competence Model, Intuitive/Mindful Eating, mass media nutrition education, nutrigenetics/nutrigenomics, accounting, budgeting, management of a private practice, event planning and implementation, JCAHO, HACCP certification, quality assurance, marketing survey administration, professional poster design, foodservice occupations and culinary terminology/brigade system, sustainable practices in foodservice, policy and procedure development, cultural competence, quantitative and qualitative research methods.

• Syllabi. Syllabi are currently under revision. Beginning with spring 2011, all syllabi will follow a single template and instructors will be asked to include the specific learning objectives from the 2008 ERAS.


On-going Curricular Improvement S MI NI Ongoing, formal review of the program curriculum maintains or improves educational quality. (CP/ICP/DI 2.7; DPD/DTP 2.6)

Didactic and supervised practice course/rotation objectives undergo ongoing, formal review. (CP/ICP/DI 2.7; DPD/DTP 2.6)

Curricular content undergoes ongoing, formal review. (CP/ICP/DI 2.7; DPD/DTP 2.6)

Curricular length undergoes ongoing, formal review. (CP/ICP/DI 2.7; DPD/DTP 2.6)

Educational methods undergo ongoing, formal review. (CP/ICP/DI 2.7; DPD/DTP 2.6)

Curriculum review uses results of the student/intern learning and program outcomes assessment processes to determine strengths and areas for improvement (CP/ICP/DI 2.7.1; DPD/DTP 2.6.1)

Curriculum review includes awareness and integration of new knowledge and technology impacting dietetics practice (CP/ICP/DI 2.7.2; DPD/DTP 2.6.2)

Curriculum review includes assessment of comparability of educational experiences when different courses, delivery methods (such as distance education) or supervised practice sites are used to accomplish the same educational objectives (CP/ICP/DI 2.7.3; DPD/DTP 2.6.3)

Curriculum review includes assessment of consistency of learning outcomes when different courses, delivery methods (such as distance education) or supervised practice sites are used to accomplish the same educational objectives (CP/ICP/DI 2.7.3; DPD/DTP 2.6.3)

Curriculum review results in actions to maintain or improve student learning (CP/ICP/DI 2.7.4; DPD/DTP 2.6.4) 3. Directions: Use the checklist below to evaluate how well the program meets the overall criteria.



Partially Meets Plans for resolving compliance problems have not been implemented.


Does Not Meet No plans for addressing compliance problems.


PROGRAM MANAGEMENT Management of the Dietetics Program and availability of program resources are evident in defined processes and procedures. Fair, equitable, and considerate treatment of both prospective students/interns and those enrolled in the program is incorporated into all aspects of the program.

Qualifications of the Program Director (DPD 3.1) Program Director’s Employment Status and Faculty Position. The DPD Director, Dr. Dawn Clifford, RD is a full time, assistant professor in a tenured-track position. For a complete position description, position announcement, and personal task calendar, please see Appendix M. Program Director’s Teaching Load and Other Responsibilities. Each semester Dr. Clifford is assigned 9 units of teaching, 3 units of research and service, and 3 units of release time for program director duties. In addition, Dr. Clifford was granted an additional 3 credits of release time fall 2010 to complete this self-study. Time Allocation Justification. The time allocated to program-management responsibilities was determined based on estimated number of hours spent each week on programmatic management. This release time was initiated in fall 2007 when the new DPD Director was hired. The time allocated for program management is sufficient. 2. Directions: Use the checklist below to rate how well your narrative, documents and exhibits show that your program meets the criteria (S-Satisfactory, MI-Missing Information, NI-Needs Improvement).

Qualifications of the Program Director S MI NI The program director is a full-time employee of the sponsoring college/university/organization. (CP/ICP/DI/DPD/DTP 3.1)

The program director has the authority, responsibility and sufficient time allocated to manage the program. (CP/ICP/DI/DPD/DTP 3.1)

The program director's other responsibilities do not compromise the ability to manage the program. (CP/ICP/DI/DPD/DTP 3.1)

Responsibilities and time allocation for program management are reflected in a formal position description for the program director and approved by administration. (CP/ICP/DI/DPD/DTP 3.1)






Responsibilities of the Program Director (DPD 3.1.1) DPD 3.1.1. Responsibilities of the Program Director Program Director Role in Developing Policies and Procedures. The Program Director works closely with the Department Chair to develop DPD Program policies and procedures (see Appendix N) to assure consistency with university policies and procedures. Once a new policy/procedure has been drafted, it is reviewed by the other faculty during department meetings. Process for Maintaining and Updating Policies and Procedures. Policies and procedures are reviewed each year along with the student handbook. Changes in university policies and procedures (Appendix Q) are approved by the University Academic Senate. All faculty are notified of changes via campus mail. In addition, changes to university policies and procedures are announced at college chair meetings. The Department Chair then relays these changes to the Program Director and faculty. In addition, all faculty are emailed Executive Team Minutes from the College of Natural Sciences. Department policies and procedures are updated to match changes in university policies and procedures. Policies and procedures that are unique to the department are initiated by the Department Chair and Program Director. A policy and procedure is drafted and then discussed at department meetings. All policy and procedure changes are ultimately revised on the student handbook. DPD 3.1.2. Role of Program Director in Student Recruitment, Advising, Evaluation and Counseling

• Recruitment. The Department Chair oversees recruitment to the major and the Program Director responds to all telephone calls and emails of students interested in the DPD program. The Department Chair represents the department at Chico Preview Day in the fall for prospective students. Recruitment materials that are distributed include the department website and the brochure, and a handout on careers in dietetics (Appendix P). In addition, each spring, students who are admitted to the university and declare nutrition as their major are telephoned by a paid senior-level nutrition student and encouraged to choose California State University, Chico. The Program Director assists in the website development to ensure that prospective students are receiving correct programmatic information. The Program Director assists the Department Chair as needed with recruitment efforts such as meeting with students during summer orientation. In addition, the Program Director visits NFSC 155 (Introductory to Nutrition and Food Sciences) during the semesters that she does not teach the class. During this classroom visit, she introduces herself as the Program Director and encourages students who are pursing dietetics to visit during office hours. During this classroom visit she also provides students pursing the dietetics option some tips for success and reminds them of the application process for the dietetics option. The Program Director also assisted in developing various bulletin boards that include information about each option as well as tips for students pursing the dietetics option.

• Advising. DPD students are advised by all faculty members and are evenly distributed among them.

However, all DPD students are encouraged by their faculty advisor to visit the program director’s office to discuss future plans for dietetic internships. The program director visits junior level classes every spring semester to provide students with suggestions on ways they can prepare themselves for dietetic internship applications. At this time, students are reminded of the importance of earning good grades, gaining nutrition related work and volunteer experiences and are encouraged to sit for the GRE exam during the summer before their senior year. The program director designed a bulletin board titled, “So you want to be an RD?” that includes tips from senior dietetic students. This bulletin board also includes two fliers for students to take. One flier is a tip sheet for students who


hope to obtain dietetic internship placement. The other flier is a suggested timeline for preparing the various pieces of the dietetic internship applications.

• Evaluation. The DPD Director oversees the evaluation of students applying to the dietetics option.

In addition, faculty are asked to contact all advisees whose GPAs are 2.0 or below. The DPD Director provides advisement regarding dietetic internship applications, taking into consideration the students grades and experiences.

• Counseling. The program director has seven years of experience as a nutrition therapist. Therefore,

she is able to utilize these same counseling skills during career advisement sessions. Students in her NFSC 457 (Futures in Dietetics) course are strongly encouraged to set up a career advising appointment. A sign-up sheet is passed around class and most students take advantage of this opportunity. During these 15-30 minute counseling sessions, the program director helps the student explore their career interests and provides advice as needed. She works collaboratively with the student to brainstorm possible strategies for either obtaining employment or participating in the computer match. These sessions take place half way through the semester, after they have already read over 15 articles on various careers in the field of dietetics as part of their assigned readings.

DPD 3.1.3. Program Director’s Role in Maintaining Program Accreditation. The Program Director maintains communication with CADE and leads the self-study report writing and site visit. She collects, analyzes and reports assessment data. In addition, she shares assessment data with stakeholders. Finally, she communicates with the Department Chair and campus Planning, Resource Allocation, and Evaluation office regarding accreditation expenses. DPD 3.1.4. Maintaining Student Records and Issuing Verification Statements. Upon completion of the General Dietetics Option (DPD) and university graduation requirements for a Bachelor of Science degree, students can request a DPD Verification of Completion form from the director. The director’s signature on this form verifies that the individual has successfully completed the didactic requirements. Upon graduation, or completion of DPD requirements (post-baccalaureate), students who would like to receive a Verification of Completion form can either make arrangements with the Didactic Program in Dietetics Director to issue this form in person, or send a self addressed envelope. The DPD Director keeps a verification statement of every student who has completed the DPD requirements on file in a secure file cabinet indefinitely. DPD 3.1.5. Process for Receiving and Handling Complaints from Students. When students voice complaints, regarding a DPD course, they are encouraged to first discuss their concerns with the instructor directly. If the situation is not resolved, they are encouraged to contact the DPD Director, and if necessary, the chair of the department. Should the situation be unresolvable through informal means, the student may invoke formal grievance proceedings with Student Judicial Affairs (KNDL 112, 530-898-6897) http://www.csuchico.edu/sjd/. DPD 3.1.6. Program Director’s Role in Ongoing Review of the Program Curriculum. The NFSC faculty are asked to review major curriculum changes with the Program Director prior to implementation. The Program Director facilitates discussions on program curriculum changes at faculty meetings and communicates with faculty to assess follow-through.


DPD 3.1.7. Mechanisms used by the Program Director to Communicate with Program Faculty. The Program Director communicates with faculty by email, telephone, and in person. At a minimum, the Program Director communicates with faculty on a bi-weekly basis during faculty meetings. DPD 3.1.8. Program Director’s Role in Facilitating Continuous Assessment of Program and Student Learning Outcomes. The Program Director assists in the collection, analysis and reporting of assessment data. She shares many of these responsibilities with the Department Chair, as both are collecting data for assessment purposes. Responsibilities are outlined below: Didactic Program in Dietetics Director NFSC Department Chair • Conducts exit surveys with graduating seniors bi-

annually • Analyzes exit survey data and reports results to

faculty • Conducts, collects, and analyzes Employer and

DI Director Feedback Survey annually • Conducts, collects, and analyzes alumni survey

annually and reports results to faculty • Collects and analyzes data on DI applicants and

acceptances • Collects Student Learning Outcome data

annually and reports results to faculty • Collects and analyzes data on additional program

outcome measures annually including RD exam pass rate, time to graduation, practicum placements, diversity, and faculty sustainable teaching practices

• Reports on assessment data annually for university accreditation

• Leads the assessment and documentation of PAR and self-study reports

• Assists DPD Director with CADE annual reports

• Completes CADE annual reports • Edits PAR and self-study reports 2. Directions: Use the checklist below to rate how well your narrative, documents and exhibits show that your program meets the criteria (S-Satisfactory, MI-Missing Information, NI-Needs Improvement).

Responsibilities of the Program Director S MI NI The program director responsibilities include development of policies and procedures for effectively managing all components of the program (CP/ICP/DI/DPD/DTP 3.1.1)

The program director responsibilities include development of policies and procedures to ensure fair, equitable and considerate treatment of prospective and enrolled students (such as program admission, retention and completion policies) (CP/ICP/DI/DPD/DTP 3.1.1)

The program director responsibilities include student/intern recruitment (CP/ICP/DI/DPD/DTP 3.1.2)

The program director responsibilities include student/intern advising (CP/ICP/DI/DPD/DTP 3.1.2)

The program director responsibilities include student/intern evaluation (CP/ICP/DI/DPD/DTP 3.1.2)

The program director responsibilities include student/intern counseling (CP/ICP/DI/DPD/DTP 3.1.2)

The program director responsibilities include maintenance of program accreditation, including timely submission of fees, reports and requests for major program changes (CP/ICP/DI/DPD/DTP 3.1.3)

The program director responsibilities include maintenance of CP/ICP/DPD/DTP student records, including student advising plans and verification statements. (CP/ICP/DPD/DTP 3.1.4)

Verification statements are kept indefinitely ((CP/ICP/DPD/DTP/DI 3.1.4)

The program director responsibilities include maintenance of complaints about the program received from students/interns or others, including disposition of the complaint (CP/ICP/DI/DPD/DTP 3.1.5)

The program director responsibilities include ongoing review of program curriculum to meet the accreditation standards (CP/ICP/DI/DPD/DTP 3.1.6)

The program director responsibilities include communication and coordination with program faculty, preceptors


and others involved with the program (CP/ICP/DI/DPD/DTP 3.1.7) The program director responsibilities include facilitation of processes for continuous assessment of program (CP/ICP/DI/DPD/DTP 3.1.8)

The program director responsibilities include facilitation of processes for continuous assessment of student/intern learning outcomes (CP/ICP/DI/DPD/DTP 3.1.8)






Program Resources (DPD 3.2) Administrative Support Services. Two full-time employees provide support to the department. They include a laboratory technician and an administrative support coordinator.

• The laboratory technician is responsible for the preparation, stocking and maintenance of the basic food, nutrition assessment and food science laboratories. She prepares market and purchase orders, purchases supplies and ingredients, and maintains the laboratory budget for each class. The technician also serves as the department's computer assistant for students. In this capacity, she holds 5 regularly scheduled hours of computer laboratory time to assist students with various assignments and projects.

• The NFSC department's full-time clerical person is responsible for coordinating and maintaining the clerical and administrative support functions for the Department of Nutrition and Food Sciences. She also responds to requests for information regarding the department, updates faculty/department directories, creates and updates semester course schedules, sets up office/phones and provides training for new faculty, researches and assembles historical data for periodic reports and reviews (including self-study), calculates and reconciles faculty workload, coordinates academic course offerings, designs and produces department program recruitment flyers and assists in planning and coordinating various student and community gatherings. She supports faculty through coordinating student evaluation of teaching, assisting students in adding and dropping courses, and preparing and processing travel requests and claims. She is responsible for tracking, managing, and maintaining records and reconciling department budgets consisting of faculty and department operating budgets for state and foundation accounts.

The following part-time student assistants also provide support to the department. • A student lab assistant assists the laboratory technician in preparing, stocking, and maintaining the

food labs. • A work study or student assistant completes clerical tasks for the full-time administrative assistant,

Department Chair and Program Director. • Student graders are also hired to assist with grading and record keeping • Graduate level teaching assistants assist by teaching laboratory courses and assisting faculty with

grading. Revenue Sources Available to the Program and How Funds are Used to Accomplish Program Goals. As stated previously, the funding base for the CSU System is primarily through state support (also called General Fund), with the budget determined yearly by the state legislature. The sources of revenue for the Department of Nutrition and Food Sciences include General Fund, Course Fees, Lottery, Work-study, and funds generated from students enrolled in courses through the Center for Regional and Continuing Education (also called Open University). Departmental sources of income and expenditures are shown in Appendix B. Examples of ways in which funds are used to accomplish program goals include: • Release time for assessment coordination and self-study. The Department Chair is granted three

credits of release time for coordinating assessment each semester and the Program Director was granted three credits of release time for this self-study report. In addition, she is given a 3-credit release for program director duties each semester, which allows time to assist students individually in the dietetic internship application process and in assessment efforts.


• Program Director Teaching Assignment. The program director is paid to teach courses that assist students both in becoming familiar with the dietetics option (NFSC 155: Introduction to Nutrition and Food Sciences) and in applying to dietetic internships (NFSC 457: Futures in Dietetics).

• Program Director Continuing Education. Funding was allocated for the Program Director to attend a self-study training program in February 2010 and to attend Dietetic Educators of Practitioners annual area meetings most spring semesters.

• Sustainable resources. Sufficient money is allocated to maintain a faculty-student ratio that is lower than the university average. In addition, faculty are utilizing technology in the classroom which has resulted in decreased printing costs. This has freed up money to spend on other department needs such as new kitchen equipment.

• Support of laboratory courses. Course fees and lottery money are used to support laboratory equipment and supplies.

• ADA Membership. Funding is allocated for annual ADA membership fees of all tenure/tenure track faculty and part-time instructors who teach DPD courses.

• Professional Development. Each tenure/tenure track faculty is given $600 each year to spend on professional development activities. Newly hired tenure-track faculty are given $1,600 annually for the first two years. In addition, new faculty hires are given start-up funds (negotiated with the College Dean) to help new faculty members establish research programs.

Analysis of the Adequacy of Financial Resources and Administrative, Technical Support Services in Meeting Program Needs. This analysis will be limited to a discussion of the last three years when the program in Nutrition and Food Sciences was granted Departmental Status. More accurate information is available for these years. Total full-time equivalent students for the Department remained fairly stable (198-215). The number of tenure and tenure-track faculty remained stable at 7.5 (Dr. Morris was on sabbatical in 2007-08) and the salaries for these 7.5 positions as well as salary dollars for the nearly three full-time positions as part-time salaries remained stable. The salaries for the laboratory technician and full-time clerical position also remained stable during these three years. Departmental operating expenses were approximately $45,000 in 2007-08 and 2008-09 and fell to $33,000 in 2009-10 due to savings accrued in printing costs as the Department tried to meet its goal of becoming more sustainable and savings in laboratory-related costs due to lab course cancellations because of furloughs. The department also dropped financial support for SPSS for student computers. Despite the budgetary constraints placed on the University and Department due to the economic downturn in California, the Department of Nutrition and Food Sciences was able to maintain adequate resources to support administrative and technical services in the Didactic Program in Dietetics. 2. Directions: Use the checklist below to rate how well your narrative, documents and exhibits show that your program meets the criteria (S-Satisfactory, MI-Missing Information, NI-Needs Improvement).

Program Resources S MI NI The program has the administrative support needed to accomplish its goals. (CP/ICP/DI/DPD/DTP 3.2)

The program has the financial support needed to accomplish its goals. (CP/ICP/DI/DPD/DTP 3.2)

The program has the learning resources needed to accomplish its goals. (CP/ICP/DI/DPD/DTP 3.2)

The program has the physical facilities needed to accomplish its goals. (CP/ICP/DI/DPD/DTP 3.2)

The program has the support services needed to accomplish its goals. (CP/ICP/DI/DPD/DTP 3.2)

The annual budget for the program or other financial information, such as percentage of department budget allocated to support the program, is sufficient to produce the desired outcomes. (CP/ICP/DI/DPD/DTP 3.2)



Faculty (DPD 3.3) Number of Program Faculty 7 tenured or tenure-track faculty 3 Assistant Professors 1 Associate Professor 3 Full Professors 4 instructors Faculty Teaching Assignments and Qualifications Faculty Title DPD Courses Taught Experience Tracy Berman, MA Instructor None • Currently provides nutrition

education to CSU, Chico athletes and serves as a preceptor to student volunteers who would like to gain experience in sports nutrition

• 20 years of teaching experience • Education in exercise physiology

Stephanie Bianco-Simeral, MS, RD

Assistant Professor and Assistant Director for the Center for Nutrition and Activity Promotion

NFSC 122 Food Safety and Sanitation NFSC 230 Introduction to Foodservice Administration NFSC 430 Foodservice Procurement and Management NFSC 431 Foodservice Equipment and Production

• Five years of teaching experience • Registered Dietitian for nine years • Work experience in school

foodservice, community nutrition, and as a clinical nutrition manager

• Supervision of graduate student research

• Recipient of several research grants

• 2 published manuscripts and 2 published books

Dawn Clifford, PhD, RD

Assistant Professor, Didactic Program in Dietetics Director and Director of FitU

NFSC 155 Introduction to Nutrition and Food Sciences NFSC 460 Nutrition Counseling and Education NFSC 471 MNT II NFSC 457 Futures in Dietetics NFSC 497 Portfolio Review

• Five years of teaching experience • Registered Dietitian for ten years • Ten years of work experience in

clinical nutrition, counseling and community nutrition


• Recipient of several research grants

• Three published manuscripts


Faculty Title DPD Courses Taught Experience Keiko Goto, PhD Associate

Professor and Director of Research and Evaluation for the Center for Nutrition and Activity Promotion

NFSC 120 Elementary Food NFSC 320 Science of Food NFSC 345 Dietary Supplements and Functional Foods NFSC 429 Cultural Foods

• Six years of teaching experience • Over 15 years of experience in

international nutrition and epidemiology


• Recipient of several research grants and awards

• 15 published manuscripts Deborah McCafferty, MS, RD

Instructor NFSC 470 MNT I NFSC 471 MNT II

• 12 years of teaching experience • Registered Dietitian for 12 years • Eight years experience in

community nutrition Michelle Neyman Morris, PhD, RD

Professor, Dietetic Internship Director, and Graduate Coordinator

NFSC 360 Nutrition Through the Life Cycle NFSC 465 Community Nutrition

• 13 years of teaching experience • Registered Dietitian for 10 years • 14 years of community nutrition

research experience • Supervision of graduate student

research • Recipient of several research

grants and awards • 12 published manuscripts

Melissa Nicholaw, MPH, RD

Instructor NFSC 360 Nutrition Through the Life Cycle NFSC 120 Elementary Food

• Four years of teaching experience • Registered Dietitian for 30 years • 25 years of community and clinical

nutrition experience Yolanda Presley, MS, RD

Instructor NFSC 230 Introductory to Foodservice Administration

• Over 20 years of work experience in foodservice management including restaurant, skilled nursing, and school

• Registered Dietitian for 1.5 years

Julie Schneider, PhD Assistant Professor

NFSC 240 Human Nutrition

• Six years of teaching experience • 10 years of experience in nutrition

science and community nutrition research


• Recipient of several research grants and awards

• Nine published manuscripts


Faculty Title DPD Courses Taught Experience Katie Silliman, PhD, RD

Professor, Department Chair, and Assessment Coordinator

NFSC 155 Introductory to Nutrition and Food Sciences NFSC 370L Nutrition Assessment Lab NFSC 440 Advanced Human Nutrition

• 20 years of teaching experience • Registered Dietitian for 23 years • Over 20 years of experience in

nutrition science research • Supervision of graduate student


grants and awards • 13 published manuscripts and one

textbook Cindy Wolf, PhD, RD

Professor and Director of the Center for Nutrition and Activity Promotion

None • Over 25 years of teaching experience

• Registered Dietitian for 34 years • Over 30 years of community

nutrition research • Supervision of graduate student


grants and awards • 15 published manuscripts and one

textbook DPD 3.3.1. Analysis of the Adequacy of Faculty Relative to Curriculum. Each faculty member has knowledge and experience either researching or working in their prospective fields. Faculty have expertise in a variety of areas, many with profession-specific expertise. Five of the seven tenured/tenure-track faculty are Registered Dietitians and six of the seven tenured/tenure-track faculty have doctorate degrees. All lecturers who teach DPD courses have a master’s degree and are Registered Dietitians. DPD 3.3.2. Faculty Meet Criteria for Appointment. All NFSC faculty meet the university's criteria for appointment and their vitae are available for review on site. 2. Directions: Use the checklist below to rate how well your narrative, documents and exhibits show that your program meets the criteria (S-Satisfactory, MI-Missing Information, NI-Needs Improvement).

Faculty S MI NI The program has a sufficient number of qualified faculty or preceptors to provide the depth and breadth of learning activities required in the curriculum. (CP/ICP/DI/DPD 3.3)

The program has a sufficient number of qualified faculty or preceptors to provide the diversity of practice. (CP/ICP/DI/DPD 3.3

In addition to the program director, other faculty teach profession-specific courses in the program (CP/ICP/DPD/DTP 3.3.1)

Program faculty, including the program director, meets the college/university’s/institution's criteria for appointment. (CP/ICP/DPD/DTP 3.3.2)




Continuing Professional Development (DPD 3.3.3) Competence and Professional Growth. Each faculty member continues her education through professional memberships, attending seminars, conferences, and personal research and readings. Faculty who are Registered Dietitians receive a minimum of 75 continuing education units every 5 years. The two tenure/tenure track faculty who are not Registered Dietitians conduct research and present findings on a regular basis at national conferences. The one instructor who is not an RD (Tracy Berman, MA) does not teach DPD courses. Professional Memberships and Conference Attendance Faculty Professional Memberships Recent Conference Attendance Tracy Berman, MA None None Stephanie Bianco-Simeral, MS, RD

• American Dietetic Association California Dietetic Association Steering Committee, Network for a Healthy CA, CA Dept Public Health

• International Food Technologists

• 2009 American Dietetic Association Annual Meeting, Denver, Co.

• 2009 7th Annual Chico Organic Farming and Food Conference.

• 2010 Network for a Healthy California State Conference, Sacramento, Ca.

• 2010 California Dietetic Association Annual Meeting, Oakland, Ca.

Dawn Clifford, PhD, RD

• American Dietetic Association • Dietetic Educators of

Practitioners • California Dietetic Association • Society for Nutrition Education • Weight Realities Division • Higher Education Division

• Association for Size Diversity and Health

• 2009 Dietetic Educators of Practitioners, Region 1, Annual Conference, Asilomar, CA

• 2009 Society for Nutrition Education Annual Meeting, New Orleans.


• 2010 California Dietetic Association Annual Meeting, Oakland, Ca

• 2010 Society for Nutrition Education Annual Conference, Reno, NV

Keiko Goto, PhD • Society for Nutrition Education • Higher Education Division • International Nutrition

Education Division

• 2009 Society for Nutrition Education Annual Meeting. New Orleans.

• 2009 American Dietetic Association Annual Meeting Denver, Co

• 2009 7th Annual Chico Organic Farming and Food Conference.

• 2010 Network for a Healthy California State Conference, Sacramento, Ca



Deborah McCafferty, MS, RD

• American Dietetic Association • California Dietetic Association



Faculty Professional Memberships Recent Conference Attendance Michelle Neyman Morris, PhD, RD

• American Society for Nutrition • Aging & Chronic Disease • Community & Public Health

Nutrition • Nutrition Education

• Association for Size Diversity and Health

• American Dietetic Association • Dietetic Educators of

Practitioners • California Dietetic Association • Ford Foundation Fellow • Gerontological Society of

America • Phi Sigma Biological Sciences

Honor Society • Society for Nutrition Education • Higher Education Division • Healthy Aging Division

• 2009 Ford Foundation Conference of Fellows, Irvine, Ca

• 2010 DEP Annual Meeting, Asilomar, Ca • 2010 Annual Meeting of Experimental

Biology, Anaheim, Ca • 2010 California Dietetic Association Annual

Meeting, Oakland, Ca • 2010 American Dietetic Association Annual

Meeting, Boston, Ma

Melissa Nicholaw, MPH, RD


None

Yolanda Presley, MS, RD


None

Julie Schneider, PhD

• Society for Nutrition Education • Higher Education Division

• 2009 Society for Nutrition Education Annual Meeting, New Orleans, La


Katie Silliman, PhD, RD


• 2009, California Dietetic Association Annual Meeting, Riverside, Ca


Cindy Wolf, PhD, RD

• American Dietetic Association • California Dietetic Association • California Nutrition Council • Sigma Xi • Sierra Cascade Collaborative for

Health and Movement Promotion

• Community Housing and Improvement Program Board Member

• Butte County Collaborative for Child Obesity Prevention

• Chico Food Network, member

• 2010, Network for a Health California Annual Conference,



Continuing Professional Development S MI NI Program faculty, including the program director, and preceptors show evidence of continued competency appropriate to teaching responsibilities, through professional work experience, graduate education, continuing education, research or other activities leading to professional growth and the advancement of their profession (CP/ICP/DI/DTP 3.3.5; DPD 3.3.3)






Program Information (DPD 3.4) DPD 3.4.1. All Program Information about DPD is Readily Available to Prospective Students and the Public. All program information can be found on the following website: www.csuchico.edu/nfsc and in Appendix O. DPD 3.4.2. Information about the DPD includes at least the following:

• DPD 3.4.2.1. Description of program, including mission, goals, and graduate outcomes. o Students and prospective students can view the department mission, vision, goals, and

student learning outcomes by completing the following steps from the NFSC homepage (www.csuchico.edu/nfsc): Method 1

Click on Programs within the Department of Nutrition and Food Sciences to view the department vision and mission statements

Click on Undergraduate to view department mission, goals, and student learning outcomes Method 2

Click on Prospective Students and then Prospective Undergraduate Students Click on Program Description

o Students and prospective students can view the DPD program mission, vision, goals, and student learning outcomes by completing the following steps from the NFSC homepage (www.csuchico.edu/nfsc):

Method 1 Click on Programs within the Department of Nutrition and Food Sciences Click on Undergraduate and then Option in General Dietetics

Method 2 Click on Prospective Students; then click on Prospective Undergraduate Students. Click on General Dietetics Handbook

• DPD 3.4.2.2 Description of how the DPD fits into the credentialing process to be a

registered dietitian. o Students and prospective students can view the credentialing process to be a registered

dietitian by completing the following steps from the NFSC homepage: Method 1

Click on Prospective Students; then click on Prospective Undergraduate Students. Click on General Dietetics Handbook

Method 2 Click on Prospective Students; then click on Prospective Undergraduate Students. Click on Program Brochure (Appendix P)

Method 3 Click on Prospective Students; then click on Prospective Undergraduate Students. Click on ADA Student Center Click on Becoming an RD/DTR

Method 4 Click on Current Students; then click on Undergraduate Students. Click on Options within NFSC Major and General Dietetics Application


Method 5 Click on Programs within the Department of Nutrition and Food Sciences to view the

department vision and mission statements Click on Undergraduate and then General Dietetics Option Click on Route to Become an RD

• DPD 3.4.2.3 Costs to students in addition to tuition.

o Students and prospective students can view the additional costs to students by completing the following steps from the NFSC homepage: Method 1

Click on Prospective Students; then click on Prospective Undergraduate Students. Click on General Dietetics Handbook (Note: The handbook can also be found under the

Current Students link) Method 2


Click on Undergraduate and then General Dietetics Option Click on Cost to Students

• DPD 3.4.2.4 Accreditation status, including the full name, address and phone number of

CADE o Students and prospective students can view the accreditation status and CADE address by

completing the following steps from the NFSC homepage: Click on Prospective Students; then click on Prospective Undergraduate Students. Click on General Dietetics Handbook (Note: The handbook can also be found under the



Click on Undergraduate and then General Dietetics Option Click on Accreditation Status

• DPD 3.4.2.5 Admission requirements for all options for which the DPD is accredited

o Students and prospective students can view the admission requirements to the university by completing the following steps from the NFSC homepage:

Click on Prospective Students; then click on Prospective Undergraduate Students. Click on Admissions Office Click on Applying for Admission

o Students and prospective students can view the admission requirements for the General Dietetics option by completing the following steps from the NFSC homepage: Method 1

Click on Prospective Students; then click on Prospective Undergraduate Students. Click on General Dietetics Handbook (Note: The handbook can also be found under the


Click on Current Students; then click on Undergraduate Students. Click on Options within NFSC Major and General Dietetics Application


Method 3 Click on Prospective Students and then Prospective Undergraduate Students Click on Program Description to view the university catalog Click on General Dietetics.

• DPD 3.4.2.6 Academic calendar

o Students and prospective students can view the academic calendar by completing the following steps from the NFSC homepage: Method 1

Click on Current Students; then click on Undergraduate Students Click on Academic Calendar

Method 2 Click on Prosepective Students; then click on Prospective Undergraduate Students Click on Academic Calendar

• DPD 3.4.2.7 Graduation and DPD completion requirements for all options for which the

DPD is accredited o Current students and prospective students can view the DPD completion requirements for

the dietetics option by completing the following steps from the NFSC homepage: Method 1

Click on Prosepective Students; then click on Prospective Undergraduate Students Click on Major Academic Plans and other Forms

Method 2 Click on Current Students; then click on Undergraduate Students Click on Major Academic Plans

Method 3 Click on Prospective Students; then click on Prospective Undergraduate Students. Click on General Dietetics Handbook (Note: The handbook can also be found under the


Click on Current Students; then click on Undergraduate Students OR Click on Prospective Students; then click on Prospective Undergraduate Students. Click on Program Description to be routed to the Nutrition and Food Sciences section

of the university catalog

o Students and prospective students can view the Graduation Application and Instructions by completing the following steps from the NFSC homepage:

Click on Current Students; then click on Undergraduate Students Click on Advising Page Click on Graduation Application and Instructions


Program Information S MI NI The program provides clear, consistent and accurate information about all program requirements and components to prospective students/interns and the public at large. (CP/ICP/DI/DTP 3.6; DPD 3.4)


All information about the program specified below is readily available to prospective students/interns and the public. (CP/ICP/DI/DTP 3.6.1; DPD 3.4.1)

If various print and electronic methods are used, such as a catalog, program bulletin, brochure and web site, all of the information is in one place or each provides references to where the remaining information can be found. (CP/ICP/DI/DTP 3.6.1; DPD 3.4.1)

Information about the program includes at least the following (CP/ICP/DTP/DI 3.6.2; DPD 3.4.2):

• Description of the program, including mission, goals and graduate outcomes that will be monitored for program effectiveness (CP/ICP/DI/DTP 3.6.2.1; DPD 3.4.2.1)

• Description of how the program fits into the credentialing process to be a registered dietitian and state certification/licensure for dietitians, if applicable (CP/ICP/DI 3.6.2.2; DPD 3.4.2.2)

• Cost to student/intern, such as estimated expenses for travel, housing, books, liability insurance, medical exams, uniforms and other program-specific costs, in addition to application fees and tuition (CP/ICP/DI/DTP 3.6.2.3; DPD 3.4.2.3)

• Accreditation status, including the full name, address, and phone number of CADE (CP/ICP/DTP 3.6.2.4/DI 3.6.2.5; DPD 3.4.2.4)

• Admission requirements for all options for which the program is accredited (CP/ICP/DTP 3.6.2.5; DPD 3.4.2.5)

• Academic and/or program calendar or schedule (CP/ICP 3.6.2.6/ DI 3.6.2.7; DPD/DTP 3.4.2.6)

• Graduation and program completion requirements for all options for which the program is accredited (CP/ICP 3.6.2.7/DI 3.6.2.8; DPD/DTP 3.4.2.7)






Policies and Procedures (DPD 3.5) DPD 3.5 Policies and Procedures, Non-Discrimination and Equal Opportunity Students admitted to the university, who declare Nutrition and Food Sciences as their major are automatically assigned an undeclared option status. Students must then declare an option within their major. Students interested in the General Dietetics Option must apply to this option after completing admission requirements listed below. Students may declare any of the other (non-CADE) options at any time during their undergraduate studies. • Policies and procedures for recruitment and admission into the program.

o University Admission. Policies and procedures for recruitment and admission to the university can be found in the university catalog at http://www.csuchico.edu/catalog/cat09/04Admission/01uadm.html

o Dietetics Option. Please see Appendix N for all policies and procedures regarding admittance to the General Dietetics Option. These policies and procedures comply with state and federal laws to ensure nondiscrimination and equal opportunity through the inclusion of the university policy on nondiscrimination and affirmative action in employment and education.

• Admission Criteria. o University Admission Criteria. Admission criteria for the university can be found in the

university catalog at under Eligibility Index at http://www.csuchico.edu/catalog/cat09/04Admission/01uadm.html

o Dietetics Option Admission Criteria. Students who are interested in becoming a Registered Dietitian must apply for the General Dietetics option within the Nutrition and Food Sciences major. Students with a GPA of 2.75 or higher are eligible to apply once they have earned a grade of C or higher in the following coursework: MATH 105, BIOL 104, BIOl 211, CHEM 107, CHEM 108, NFSC 240. It is highly recommended that CHEM 350 be in progress or completed the semester students apply for admission to the option. This it outlined in the University Catalog which is available at: http://www.csuchico.edu/catalog/nfsc/NUFSNONEUN.html#NUFSDIETBS

• Program Ensures Admission Procedures are Applied Equally. o University Admission. An Eligibility Index is used for regular admission to California State

Universities and is located in the university catalog at http://www.csuchico.edu/catalog/cat09/04Admission/01uadm.html

o Dietetics Option Admission. Applicants are ranked for placement into the dietetics option using a rubric as outlined in the Admission to Dietetics Option Policies and Procedures (Appendix N).

• Applicant Rights are Protected. Requirements for admission to CSU, Chico are in accordance with Title 5, Chapter 1, Subchapter 3, of the California Code of Regulations.

• Location of Written Policies and Procedures o University. All policies and procedures regarding university admission are located in the

university catalog which can be accessed on-line at http://www.csuchico.edu/catalog/cat09/ o Dietetics Option. All policies and procedures that are relevant to dietetics students are located

in the General Dietetics Handbook, which can be accessed at http://www.csuchico.edu/nfsc/documents/dietetics_Handbook_09-11.pdf

• How and When Policies and Procedures are Provided to Students. Students have access to all policies and procedures through the university catalog which can be accessed on-line at http://www.csuchico.edu/catalog/cat09/. In NFSC 155 (Introduction to Nutrition and Food Sciences), students pursuing dietetics are required to read the General Dietetics Handbook, complete an


assignment that requires reading the handbook, and sign a form indicating that they have read the handbook. Several of university policies and procedures are referenced in the handbook.

DPD 3.6.1 University Policies and Procedures. University policies and procedures listed in 3.6.1 can be found in Appendix Q, or in the University Catalog which can be accessed on-line at http://www.csuchico.edu/catalog/cat09/ 2. Directions: Use the checklist below to rate how well your narrative, documents and exhibits show that your program meets the criteria (S-Satisfactory, MI-Missing Information, NI-Needs Improvement).

Policies and Procedures S MI NI Program policies, procedures and practices related to student recruitment and admission comply with state and federal laws and regulations to ensure nondiscrimination and equal opportunity. (CP/ICP/DI/DTP 3.7; DPD 3.5)

The program has written policies and procedures that protect the rights of enrolled students/interns. (CP/ICP/DI/DTP 3.8; DPD 3.6)

Written policies and procedures are consistent with current institutional practice. (CP/ICP/DI/DTP 3.8; DPD 3.6)

Policies and procedures are provided to students/interns, but are not limited to the following: (CP/ICP/DI/DTP 3.8; DPD 3.6)

University- or College-based program has policies and procedures required by institutional regional accreditation, ordinarily published in the university/college catalog or intern handbook (CP/ICP/DI/DTP 3.8.1; DPD 3.6.1)

• Withdrawal and refund of tuition and fees (CP/ICP/DTP 3.8.1.1; DPD 3.6.1.1; DI 3.8.1&2.1)

• Scheduling and program calendar, including vacation and holidays (CP/ICP/DI/DTP 3.8.1.2; DPD 3.6.1.2; DI 3.8.1&2.2)

• Protection of privacy of student or intern information (CP/ICP/DI/DTP 3.8.1.3; DPD 3.6.1.3; DI 3.8.1&2.3)

• Access to personal files (CP/ICP/DI/DTP 3.8.1.4; DPD 3.6.1.4; DI 3.8.1&2.4)

• Access to student/intern support services, including health services, counseling and testing and financial aid resources (CP/ICP/DI/DTP 3.8.1.5; DPD 3.6.1.5; DI 3.8.1&2.5)






Program Handbook (DPD 3.6.2) DPD 3.6.2. Dietetics Handbook (Appendix N) • DPD 3.6.2.1 Filing and handling complaints from students page 11 • DPD 3.6.2.2 Assessment of prior learning and credit toward program requirements page 10 • DPD 3.6.2.3 Formal assessment of student learning and regular reports of

performance and progress at specified intervals throughout the DPD page 10 • DPD 3.6.2.4 DPD retention and remediation procedures when student performance

does not meet criteria for progressing in the program page 10 • DPD 3.6.2.5 Disciplinary/termination procedures • DPD 3.6.2.6 Graduation and/or DPD completion requirements pages 11-12 • DPD 3.6.2.7 Verification statement procedures page 12 How and when all the information in the program handbook is provided to students enrolled in the program. Students in NFSC 155 (Introduction to Nutrition and Food Sciences) who are interested in becoming a Registered Dietitian are required to read the General Dietetics Handbook (Appendix N). In addition, they must write a 1-page summary of their findings and sign a document indicating that they have read and understand the contents of the handbook. Examples of situations that illustrate the equitable application of policies and procedures found in the program handbook. • When students request to challenge a course, the policy in the General Dietetics Handbook is followed. • The DPD Director waits until degrees in General Dietetics Option are posted before issuing verification

statements. • A rubric was developed for the purpose of evaluating the applications for the General Dietetics option

equitably. 2. Directions: Use the checklist below to rate how well your narrative, documents and exhibits show that your program meets the criteria (S-Satisfactory, MI-Missing Information, NI-Needs Improvement).

Program Handbook S MI NI Additional policies and procedures specific to the program including supervised practice components are provided to students in a program handbook on a timely basis (CP/ICP/DI 3.8.3; DPD 3.6.2 DTP 3.8.2

• Insurance requirements, including those for professional liability (CP/ICP/DTP 3.8.2.1; DI 3.8.3.)

• Liability for safety in travel to or from assigned areas (CP/ICP/DTP 3.8.2.2; DI 3.8.3.2)

• Injury or illness while in a facility for supervised practice (CP/ICP/DTP 3.8.2.3; DI 3.8.3.3)

• Drug testing and criminal background checks if required by the supervised practice facilities (CP/ICP/DTP 3.8.2.4; DI 3.8.3.4)

• Educational purpose of supervised practice to prevent the use of students to replace employees (CP/ICP/DTP 3.8.2.5; DI 3.8.3.5)

• Filing and handling complaints from students and preceptors that includes recourse to an administrator other than the program director and prevents retaliation (CP/ICP/DTP 3.8.2.6; DPD 3.6.2.1; DI 3.8.3.6)

• Assessment of prior learning and credit toward program requirements (coursework and/or experiential) (CP/ICP/DTP 3.8.2.7; DPD 3.6.2.2; DI 3.8.3.7)

• If the program grants credit or supervised practice hours for prior learning, it must define procedures for evaluating equivalency of prior education or experience to the knowledge and/or competencies covered by the courses or rotations for which the credit is granted. (CP/ICP/DTP 3.8.2.7.1; DI 3.8.3.7.1)

• Formal assessment of student learning and regular reports of performance and progress at specified intervals


throughout the program, such as within and at the conclusion of any given course, unit, segment or rotation of a planned learning experience (CP/ICP/DTP 3.8.2.8; DPD 3.6.2.3; DI 3.8.3.8)

• Program retention and remediation procedures when student performance does not meet criteria for progressing in the program (CP/ICP/DTP 3.8.2.9; DPD 3.6.2.4; DI 3.8.3.9)

• Disciplinary/termination procedures (CP/ICP/DTP 3.8.2.10; DPD 3.6.2.5; DI 3.8.3.10)

• Graduation and/or program completion requirements for all options including maximum amount of time allowed to complete program requirements in place at the time student enrolls (CP/ICP/DTP 3.8.2.11; DPD 3.6.2.6; DI 3.8.3.11)

Verification statement procedures ensuring that all students completing requirements as established by the program, not just those applying to Dietetic Internships, receive verifications statements in a timely manner. (DPD 3.6.2.7)





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