Unit: Human Nutrition, Food & Animal Sciences
Program: Dietetics (BS)
Degree: Bachelor's
Date: Wed Nov 11, 2020 - 10:42:21 am

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/hnfas/Undergraduate/Dietetics-BS
Student Handbook. URL, if available online: https://gms.ctahr.hawaii.edu/gs/handler/getmedia.ashx?moid=67221&dt=3&g=12
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number: http://www.catalog.hawaii.edu/schoolscolleges/ctahr/humannuti.htm
Course Syllabi. URL, if available online: https://cms.ctahr.hawaii.edu/hnfas/Academics/COURSES
Other:

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

Curriculum Map File(s) from 2020:

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 November 1, 2018 and October 31, 2020?

Yes
No (skip to question 17)

7) What best describes the program-level learning assessment activities that took place for the period November 1, 2018 and October 31, 2020? (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)
Investigate other pressing issue related to student learning achievement for the program (explain in question 8)
Other:

8) Briefly explain the assessment activities that took place since November 2018.

 Create/modify/discuss program learning assessment procedures (e.g., SLOs, curriculum map, mechanism to collect student work, rubric, survey)- A training on rubric development was held among Dietetics program faculty in Spring 2020 in order to develop assignments and rubrics to be utilized in program SLO assessment. Together the faculty have created assignments within laulima that allow for collecting student work and rubrics/grades on assignments identified in the SLO assessment plan.

 Collect/evaluate student work/performance to determine SLO achievement

Student work is collected regularly via laulima assignments to evaluate student performance on program SLOs.


 Collect/analyze student self-reports of SLO achievement via surveys, interviews, or focus groups

An annual student survey is collected to determine student self-report of SLO acheivement. 

 Investigate other pressing issue related to student learning achievement for the program

Performance on the Registration Examination for Dietitians is reviewed on a bi-annual basis (July and December). In recent years student pass rates have decreased slightly. This information has been shared with our program's advisory committee and interventions have been planned. 

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.

Student work has been submitted for 52 undergraduate students. Evidence is collected via course Laulima websites.

Performance on the RD exam has been reported for 45 graduates of the Dietetics program.

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:

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 from the evaluation, analysis, interpretation of evidence (checked in question 12). For example, report the percentage of students who achieved each SLO.

All SLOs were acheived by all students evaluated except for the following program SLOs:

KRDN 2.3: Assess the impact of a public policy position on nutrition and dietetics practice. and KRDN 2.4: Discuss the impact of health care policy and different health care delivery systems on food and nutrition services, KRDN 2.7: 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. where only 82% (18/22) earned a grade C+ or better on a Policy Brief assignment.

KRDN 3.4: Explain the processes involved in delivering quality food and nutrition services. where only 95% Earned a C+ or better on "Quality Chapter Quiz"

KRDN 3.5: Describe basic concepts of nutritional genomics. where 93% Earned an 80% or better on the Nutrigenomics Quiz

KRDN 4.3: Describe the regulation system related to billing and coding, what services are reimbursable by third party payers, and how reimbursement may be obtained. where 93% earned a 80% or better on the Billing and Coding quiz

 

For the RD exam, of those who have taken the exam since 2018, 80.33% have passed the exam. Our program is ranked in the 64th percentile for the 5 year first attempt pass rate and 77th for first attempt mean score.

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 its findings/results.

For the RD exam performance in particular, we have developed a bank of sample RD exam questions that program instructors can incorporate into their course exams to give students practice in answer questions that are simiarly formatted to the 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.

Qualitative evidence from student surveys repeatedly shared that students wanted more resources for preparing post-graduate applications for dietetic internships. A list of existing resources available to the students (website, advising sessions with the dietetics program director, etc) was compiled and is presented to students upon admission into the degree. We ask that students sign to aknowledge receipt of these resources. 

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

n/a