Unit: Human Nutrition, Food & Animal Sciences
Program: Dietetics (BS)
Degree: Bachelor's
Date: Wed Oct 03, 2018 - 1:41:33 pm

1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)

1. Demonstrate how to locate, interpret, evaluate and use professional literature to make ethical, evidence-based practice decisions.

(1a. General education, 2b. Conduct research)

2. Use current information technologies to locate and apply evidence-based guidelines and protocols.

(1a. General education, 2b. Conduct research)

3. Apply critical thinking skills.

(1a. General education, 1c. Understand Hawaiian culture and history, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth, 3c. Stewardship of the natural environment)

4. Demonstrate effective and professional oral and written communication and documentation

(1a. General education, 2c. Communicate and report)

5. Describe the governance of nutrition and dietetics practice, such as the Scope of Nutrition and Dietetics Practice and the Code of Ethics for the Profession of Nutrition and Dietetics; and describe interprofessional relationships in various practice settings.

(1b. Specialized study in an academic field)

6. Assess the impact of public policy on nutrition and dietetics practice.

(1b. Specialized study in an academic field, 1c. Understand Hawaiian culture and history, 3c. Stewardship of the natural environment)

7. Discuss the impact of health care policy and different health care delivery systems on food and nutrition services.

(1b. Specialized study in an academic field, 2a. Think critically and creatively, 3b. Respect for people and cultures, in particular Hawaiian culture)

8. Identify and describe the work of interprofessional teams and the roles of others who the registered dietitian nutritionist collaborates in the delivery of food and nutrition services.

(1b. Specialized study in an academic field)

9. Demonstrate and understanding of cultural competence/sensitivity.

(1a. General education, 1c. Understand Hawaiian culture and history, 3b. Respect for people and cultures, in particular Hawaiian culture)

10. Demonstrate identification with the nutrition and dietetics profession through activities such as participation in professional organizations and defending a position on issues impacting the nutrition and dietetics profession.

(1b. Specialized study in an academic field, 3a. Continuous learning and personal growth, 3d. Civic participation)

11. Demonstrate an understanding of the importance and expectations of a professional in mentoring and precepting others.

(1b. Specialized study in an academic field, 3a. Continuous learning and personal growth, 3d. Civic participation)

12. Use the Nutrition Care Process to make decisions, identify nutrition-related problems and determine and evaluate nutrition interventions.

(1b. Specialized study in an academic field, 2a. Think critically and creatively)

13. Develop an educational session or program/educational strategy for a target population.

(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2c. Communicate and report)

14. Demonstrate counseling and education methods to facilitate behavior change and enhance wellness for diverse individuals and groups.

(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2c. Communicate and report)

15. Explain the processes involved in delivering quality food and nutrition services.

(1b. Specialized study in an academic field, 2a. Think critically and creatively, 3c. Stewardship of the natural environment)

16. Describe basic concepts of nutritional genomics.

(1b. Specialized study in an academic field)

17. Apply management theories to the development of programs or services.

(1b. Specialized study in an academic field, 2a. Think critically and creatively, 3c. Stewardship of the natural environment)

18. Evaluate a budget and interpret financial data.

(1b. Specialized study in an academic field, 2a. Think critically and creatively)

19. Describe the regulation system related to billing and coding, what services are reimbursable by third party payers, and how reimbursement may be obtained.

(1b. Specialized study in an academic field)

20. Apply the principles of human resource management to different situations.

(1b. Specialized study in an academic field, 2a. Think critically and creatively)

21. Describe safety principles related to food, personnel and consumers.

(1b. Specialized study in an academic field)

22. Analyze data for assessment and evaluate data to be used in decision-making for continuous quality improvement.

(1b. Specialized study in an academic field, 2a. Think critically and creatively, 3c. Stewardship of the natural environment)

2) Your program's SLOs are published as follows. Please update as needed.

Department Website URL: https://cms.ctahr.hawaii.edu/hnfas2/Academics.aspxhttps://cms.ctahr.hawaii.edu/hnfas/Undergraduate/Dietetics-BS
Student Handbook. URL, if available online: https://cms.ctahr.hawaii.edu/Portals/161/Users/062/86/1086/DTCS%20Handbook%202017%20(1)-1.pdf?ver=2017-09-01-090900-913
Information Sheet, Flyer, or Brochure URL, if available online: https://cms.ctahr.hawaii.edu/hnfas2/Undergraduate/Dietetics-BS.aspx
UHM Catalog. Page Number: http://www.catalog.hawaii.edu/schoolscolleges/ctahr/humannuti.htm
Course Syllabi. URL, if available online:
Other:
Other:

3) Please review, add, replace, or delete the existing curriculum map.

Curriculum Map File(s) from 2018:

4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.

0%
1-50%
51-80%
81-99%
100%

5) Does the program have learning achievement results for its program SLOs? (Example of achievement results: "80% of students met expectations on SLO 1.")(check one):

No
Yes, on some(1-50%) of the program SLOs
Yes, on most(51-99%) of the program SLOs
Yes, on all(100%) of the program SLOs

6) Did your program engage in any program learning assessment activities between June 1, 2015 and October 31, 2018?

Yes
No (skip to question 17)

7) What best describes the program-level learning assessment activities that took place for the period June 1, 2015 to October 31, 2018? (Check all that apply.)

Create/modify/discuss program learning assessment procedures (e.g., SLOs, curriculum map, mechanism to collect student work, rubric, survey)
Collect/evaluate student work/performance to determine SLO achievement
Collect/analyze student self-reports of SLO achievement via surveys, interviews, or focus groups
Use assessment results to make programmatic decisions (e.g., change course content or pedagogy, design new course, hiring)
No (skip to question 17)
Investigate other pressing issue related to student learning achievement for the program (explain in question 7)
Other:

8) Briefly explain the assessment activities that took place.

  1. Create/modify/discuss program learning assessment procedures (e.g., SLOs, curriculum map, mechanism to collect student work, rubric, survey):
    1. Dietetics program faculty participated in a survey related to SLOs addressed in their course and the curriculum map was updated to reflect survey results (Summer-Fall 2017). Curriculum map was shared with department curriculum committee (Fall 2017) and SLO assessment plan was devised based on course assignments and SLOs addressed through course assignments. A SLO assessment plan was drafted and shared with program faculty for approval (Fall 2017). Mechanisms to collect student work were developed into online portfolio- instructions provided to students (Spring 2018) for implementation in Spring 2019.

 

  1. Collect/evaluate student work/performance to determine SLO achievement:
    1. Student work, identified from the SLO assessment plan has been collected including assignments, grade on assignments, and rubric if available. Student work has not yet been evaluated to determine SLO achievement.
    2. SLO achievement is indirectly evaluated based on graduate performance on the Registered Dietitian’s (RD) exam. Graduate data on RD the RD exam is evaluated semi-annually.

 

  1. Collect/analyze student self-reports of SLO achievement via surveys, interviews, or focus groups:
    1. Each semester students enrolled in FSHN 492 complete an exit survey, assessing the program's achievement of SLOs. Surveys are sent to program graduates to assess how well the UHM Dietetics program prepared them for their supervised practice (post-baccalaureate program to become eligible for the Registered Dietitian's exam) (Spring 2018). 

 

  1. Use assessment results to make programmatic decisions (e.g., change course content or pedagogy, design new course, hiring):
    1. Assessment results were used to 1) add assignments to courses where an SLO assessment did not occur (curriculum mapping assessment), 2) develop assignment rubrics to evaluate student SLO achievement (evaluating SLO achievement), 3) modify course content for FSHN 467, 311, and 312 (analysis of student work/performance on RD exam), 4) design new course “FSHN 112- Food Service Safety and Sanitation” for Fall 2019(analysis of student work/performance on RD exam).

 

  1. Investigate other pressing issue related to student learning achievement for the program: Program outcomes such as supervised practice acceptance rates and RDN exam pass rates are tracked annually and presented to an advisory committee made up of department faculty, university faculty, and community partners. We observed a slight decline in both rates and are actively investigating issues related to the decline. 

9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)

Artistic exhibition/performance
Assignment/exam/paper completed as part of regular coursework and used for program-level assessment
Capstone work product (e.g., written project or non-thesis paper)
Exam created by an external organization (e.g., professional association for licensure)
Exit exam created by the program
IRB approval of research
Oral performance (oral defense, oral presentation, conference presentation)
Portfolio of student work
Publication or grant proposal
Qualifying exam or comprehensive exam for program-level assessment in addition to individual student evaluation (graduate level only)
Supervisor or employer evaluation of student performance outside the classroom (internship, clinical, practicum)
Thesis or dissertation used for program-level assessment in addition to individual student evaluation
Alumni survey that contains self-reports of SLO achievement
Employer meetings/discussions/survey/interview of student SLO achievement
Interviews or focus groups that contain self-reports of SLO achievement
Student reflective writing assignment (essay, journal entry, self-assessment) on their SLO achievement.
Student surveys that contain self-reports of SLO achievement
Assessment-related such as assessment plan, SLOs, curriculum map, etc.
Program or course materials (syllabi, assignments, requirements, etc.)
Other 1:
Other 2:

10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.

 

  1. Exam created by an external organization
    1. Semi-annual reports are produced by the accrediting body that included data on 48 students, this includes 100% of program graduates who took the RD exam.
  2. Assessment-related such as assessment plan, SLOs, curriculum map
    1. 12 faculty provided information on SLO’s addressed in courses to develop the curriculum map
  3. Program or course materials
    1. Syllabi and/or assignments were received from 12 courses

11) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)

Course instructor(s)
Faculty committee
Ad hoc faculty group
Department chairperson
Persons or organization outside the university
Faculty advisor
Advisors (in student support services)
Students (graduate or undergraduate)
Dean/Director
Other: Dietetics Program Director

12) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)

Used a rubric or scoring guide
Scored exams/tests/quizzes
Used professional judgment (no rubric or scoring guide used)
Compiled survey results
Used qualitative methods on interview, focus group, open-ended response data
External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam)
Other:

13) Summarize the results of the assessment activities checked in question 7. For example, report the percentage of students who achieved each SLO.

Data is not available on student achievement by SLO. 

Of the 48 students who took the RD exam, 40 (83%) passed. 

14) What best describes how the program used the results? (Check all that apply.)

Assessment procedure changes (SLOs, curriculum map, rubrics, evidence collected, sampling, communications with faculty, etc.)
Course changes (course content, pedagogy, courses offered, new course, pre-requisites, requirements)
Personnel or resource allocation changes
Program policy changes (e.g., admissions requirements, student probation policies, common course evaluation form)
Students' out-of-course experience changes (advising, co-curricular experiences, program website, program handbook, brown-bag lunches, workshops)
Celebration of student success!
Results indicated no action needed because students met expectations
Use is pending (typical reasons: insufficient number of students in population, evidence not evaluated or interpreted yet, faculty discussions continue)
Other:

15) Please briefly describe how the program used the results.

  1. Assessment procedures changes: The assessment activities have led to a change in how student SLO achievement will be tracked. An online professional portfolio assignment was developed, introduced to students in Spring 2018 and will be required for program completion in Spring 2019.
  2. Course changes: Course content was changed in FSHN 467 to ensure all KRDNs were covered in curriculum.
  3. Use is pending: Faculty continue to have dialogue on further curricular enhancements to support student success on RD exam.

 

16) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.

None to report.

17) If the program did not engage in assessment activities, please justify.

Not applicable.