3-Year Academic Assessment Plan Cover Sheet to:

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1 3-Year Academic Assessment Plan Cover Sheet to: Program Information: Program Assessed Department College Department Chair Assessment Coordinator Didactic Program in Nutrition & Dietetics (B.S. Nutrition Sciences) Kinesiology and Nutrition Sciences School of Allied Health Sciences Brian Schilling, PhD, CSCS Samantha Coogan, MS, RDN, CSSD, LD Date Submitted 12/19/18 Contact Person for This Plan Name Samantha Coogan, MS, RDN, CSSD, LD Phone Please address the following items: What are the student learning outcomes? Please provide a numbered list. o Please see KRDN 6.1 SLO document attached. Plans must include a curriculum map showing which courses will address which learning outcomes. Examples can be found here: o Please see KRDN Curriculum Map and Curriculum Checklist documents attached. Which learning outcomes will be assessed in each cycle year (i.e., assessment timeline)? o Please see KRDN 6.1 SLO document attached. This document provides competency descriptions, semester course offering information, assessment data from previous semesters, and how those competencies will be evaluated, and who evaluates them. This Last Updated 1/2018 1

2 SLO follows the exact formatting required by our accrediting body, the Accreditation Council on the Education of Nutrition & Dietetics (ACEND). How will the learning outcomes be assessed? (Programs must use at least one direct assessment of student learning.) o The learning outcomes will be assessed using standardized rubrics based on guidelines and requirements set forth by ACEND. Students are to be evaluated on a scale ranging from Excellent, Good, Satisfactory and Poor. All program graduates must meet a minimum of a Satisfactory in order to complete that competency and move onto the proceeding courses. This model is exactly how the dietetic internship is set up, therefore, it allows students to become familiar with this evaluation tool earlier than later, and provides a lesson in appropriately accepting feedback/constructive criticism with grace as the feedback during a dietetic internship can be quite harsh/surprising to many students, yet truthful. Undergraduate programs should assess at least one University Undergraduate Learning Outcome (UULO) each year, which may or may not overlap with a program learning outcome. o See bullets listed here below: What are the student learning outcomes? Please provide a numbered list. Please see attached document with complete SLOs. Which learning outcomes were assessed? Please see attached document. SLOs from the senior capstone project/culminating experience were used, and will be reflected in the 3-Year Plan as standards were updated in 2017 by our accrediting body (Accreditation Council on Education in Nutrition & Dietetics ACEND), and those changes were implanted into the academic year. This is an experience spanning 3 courses (NUTR 427, 431, 450). How were they assessed? (Programs must use at least one direct assessment of student learning.) o Please see attached document with complete SLOs. Undergraduate programs should assess at least one University Undergraduate Learning Outcome (UULO) each year, which may or may not overlap with a program learning outcome. o UULOs assessed are listed below. The senior capstone project/culminating experience is assessed. A summary of the project aspect meeting the UULO is briefly summarized. Intellectual Breadth and Lifelong Learning Graduates are able to understand and integrate basic principles of the natural sciences, social sciences, humanities, fine arts, and health sciences, and develop skills and a desire for lifelong learning. Specific outcomes for all students include: Demonstrate in-depth knowledge and skills in at least one major area. o Students complete a case study in nutrition and dietetics. Apply the research methods and theoretical models of the natural and health sciences, social sciences, humanities, and fine arts to define, solve, and evaluate problems. o Students must assess a patient and plan the full care of said patient. Last Updated 1/2018 2

3 Transfer knowledge and skills gained from general and specialized studies to new settings and complex problems. o Material from courses taught throughout the program are applied and assessed in this experience. Achieve success in one's chosen field or discipline, including applying persistence, motivation, interpersonal communications, leadership, goal setting, and career skills. o This capstone experience prepared students to enter their supervised practice required for credentialing and license to practice Inquiry and Critical Thinking Graduates are able to identify problems, articulate questions, and use various forms of research and reasoning to guide the collection, analysis, and use of information related to those problems. Specific outcomes for all students include: Identify problems, articulate questions or hypotheses, and determine the need for information. This is nutrition assessment and is completed in the case study. Access and collect the needed information from appropriate primary and secondary sources. This is nutrition assessment and is completed in the case study. Use quantitative and qualitative methods, including the ability to recognize assumptions, draw inferences, make deductions, and interpret information to analyze problems in context, and then draw conclusions. This is required as part of the Nutrition Care Process and is necessary to develop and appropriate intervention. Evaluate and report on conclusions, including discussing the basis for and strength of findings, and identify areas where further inquiry is needed. This is required as part of the Nutrition Care Process in the monitoring and evaluation step of patient care. Communication Graduates are able to write and speak effectively to both general and specialized audiences, create effective visuals that support written or spoken communication, and use electronic media common to one's field or profession. Specific outcomes for all students include: Demonstrate general academic literacy, including how to respond to the needs of audiences and to different kinds of rhetorical situations, analyze and evaluate reasons and evidence, and construct research-based arguments using Standard Written English. Last Updated 1/2018 3

4 The written portion of the capstone project demonstrates this Effectively use the common genres and conventions for writing within a particular discipline or profession. Students must document (chart) in the ADIME format as part of the Nutrition Care Process. Prepare and deliver effective oral presentations. Students must complete mock medical team presentation of their case study patient Produce effective visuals using different media. Students must complete mock medical team presentation of their case study patient Students must develop lay handout information for their case study/counseling practicum Apply the up-to-date technologies commonly used to research and communicate within one's field. Students must use PubMed, the Nutrition Care Manual, and the Academy of Nutrition and Dietetics Evidence Analysis Library in their capstone project Graduate programs should assess at least one outcome related to one of the following graduate level requirements each year. o N/A What was learned from the assessment results? This is not a new project, and we are improving each year. With this assessment, we have had a recent update to our own accrediting standards form. Nutrition counseling skills and capstone poster presentations were outstanding and greatly improved since previous years as evidenced by feedback from professionals/fellow dietitians at the Annual Nevada Academy of Nutrition & Dietetics Meeting in April How did the program respond to what was learned? o Next year we will improve on better preparing the students for the areas listed above, along with the implementation of in-class engagement tools to enhance participation, learning and understanding of material beyond a test score or letter grade. Graduate programs should assess at least one outcome related to one of the following graduate level requirements each year: o N/A this report is for the undergraduate program only What is your plan for sharing the assessment results and acting on them (i.e., closing the loop)? o Each year, a DPND Advisory Board meeting is held between the DPND Director, Dietetic Internship Director, and other KNS faculty (outside of the program) in order to review the results and receive unbiased feedback about program improvements. At this year s Advisory Board meeting, several suggestions were given, such as, one-on-one mentoring between the DPND Director and each Senior-level student, and will be piloted this upcoming Spring semester. Naturally, this occurred between most of the Seniors, but was Last Updated 1/2018 4

5 never a requirement in the past. It will now be part of class participation so that students will feel as prepared as possible before graduating and entering into the next steps within this profession. Please limit the narrative portion of your report to no more than four pages. You may attach appendices with data, tables, charts, or other materials as needed. Please explain the relevant conclusions from any appendices in your narrative. Please contact the Office of Academic Assessment if you have questions or need assistance. Revised or Renewed 3-Year Academic Assessment Plans are due in December Plans must include all of the elements listed on the coversheet, and are subject to revisions when reviewed by the Office of Academic Assessment. You may do any of the following, after reflecting on how your existing plan has been working: Keep your existing plan o Update contact information, renew the dates, and submit in December, along with your annual academic assessment report. Make minor revisions to your existing plan o Make any necessary changes, update contact information, and submit in December, along with your annual academic assessment report. o Examples of minor revisions include, but are not limited to: replacing a planned assessment with a different assessment method, revising your learning outcomes or curriculum map, or other changes that don t require extensive departmental discussions or work from program faculty. These are things that can be accomplished in one or two meetings. Make major revisions to your existing plan, or scrap it and start over with a new plan o IF significant work is done by all program faculty, this will count as your academic assessment work for the year. You may submit this plan in place of your academic assessment report. Last Updated 1/2018 5

6 o Examples of major revisions include, but are not limited to: completely starting over with your assessment plan, making changes that require extensive discussion or the creation of brand new assessments (i.e. exams, rubrics, assignments), changes that require a philosophical shift in program faculty s attitude toward academic assessment. These are things that require multiple meetings or rounds of feedback. o You must notify Lindsay Couzens if you plan to replace your assessment work with your significantly revised plan. Last Updated 1/2018 6

7 University of Nevada, Las Vegas DPD Program RDN Curriculum Map Required Components Checklist (Required Element 5.1/5.2) (CP, DPD, FDE, IDE) Directions: Complete the table below indicating in which courses the program s required curricular components, including prerequisites, are taught. The program s curriculum must include the following required Location in Curriculum components, including prerequisites: Indicate the course name and number in which the 1. Research methodology, interpretation of research literature and integration of research principles into evidence-based practice 2. Communication skills sufficient for entry into professional practice 3. Principles and techniques of effective education, counseling and behavior change theories and techniques 4. 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 interprofessional relationships in various practice settings 5. Principles of medical nutrition therapy and the Nutrition Care Process 6. Role of environment, food, nutrition and lifestyle choices in health promotion and disease prevention required curricular component is located NUTR 223: Principles of Nutrition NUTR 370: Lifecycle Nutrition NUTR 427: Medical Nutrition Therapy II NUTR 450: Nutritional Pathophysiology NUTR 271: Introduction to Nutrition & Dietetics NUTR 301: Nutrition, Health & Ethnic Issues NUTR 311/L: Nutrition Assessment NUTR 370: Lifecycle Nutrition NUTR 426: Medical Nutrition Therapy I NUTR 427: Medical Nutrition Therapy II NUTR 429: Dietetics, Business and Management Principles I NUTR 431: Seminar in Nutrition NUTR 470: Community Nutrition NUTR 311/L: Nutrition Assessment NUTR 370: Lifecycle Nutrition NUTR 431: Seminar in Nutrition NUTR 271: Introduction to Nutrition & Dietetics NUTR 405: Advanced Sports Nutrition NUTR 431: Seminar in Nutrition NUTR 426: Medical Nutrition Therapy I NUTR 427: Medical Nutrition Therapy II NUTR 431: Seminar in Nutrition NUTR 326: Principles of Food Science NUTR 450: Nutritional Pathophysiology NUTR 470: Community Nutrition 7. Management theories and business principles required to NUTR 429: Dietetics, Business and Management Last Updated 1/2018 7

8 deliver programs and services 8. Continuous quality management of food and nutrition services 9. Fundamentals of public policy, including the legislative and regulatory basis of nutrition and dietetics practice 10. Health care delivery systems (such as accountable care organizations, managed care, medical homes) 11. Coding and billing of nutrition and dietetics services to obtain reimbursement for services from public or private payers, fee-for-service and value-based payment systems 12. Food science and food systems, environmental sustainability, techniques of food preparation and development and modification and evaluation of recipes, menus and food products acceptable to diverse populations 13. Organic chemistry, Biochemistry, Anatomy, Physiology, Genetics, Microbiology, Pharmacology, Statistics, Logic, Nutrient metabolism, Integrative and functional nutrition, and Nutrition across the lifespan 14. Cultural competence and human diversity; Human behavior, psychology, sociology or anthropology Principles I NUTR 326: Principles of Food Science NUTR 429: Dietetics, Business and Management Principles I NUTR 315: Field Experience NUTR 470: Community Nutrition NUTR 429: Dietetics, Business and Management Principles I NUTR 470: Community Nutrition NUTR 429: Dietetics, Business and Management Principles I FAB 101: Food Service Sanitation I FAB 159: Food Service Operations Fundamentals FAB 160: Hospitality Purchasing NUTR 326: Principles of Food Science CHEM 108: Introduction to Chemistry BIOL 189/L: Fundamentals of Life Science KIN 223/L: Anatomy & Physiology I KIN 224/L: Anatomy & Physiology II BIOL 251/L: General Microbiology KIN 200: Statistics for the Health Sciences NUTR 223: Principles of Nutrition NUTR 370: Lifecycle Nutrition NUTR 450: Nutrition Pathophysiology NUTR 451: Nutrition & Metabolism I NUTR 301: Nutrition, Health & Ethnic Issues NUTR 311/L: Nutrition Assessment NUTR 370: Lifecycle Nutrition NUTR 431: Seminar in Nutrition Last Updated 1/2018 8

9 University of Nevada, Las Vegas DPD Program KRDN Curriculum Map (Required Element 5.1/5.2) Didactic Courses Aligned with Core Knowledge for the RDN (DPD) Background: The KRDN Curriculum Map is used to identify the courses in which students are being taught ACEND-Required Core Knowledge (KRDN). Directions: List courses in chronological order organized by term, including course number, course title and credit hours. Next, using course syllabi, textbooks and assignments, identify what ACEND-Required Core Knowledge occurs in a course and place an in the appropriate column. Add additional rows as needed. Courses & Rotations KRDN 1.1 KRDN 1.2 KRDN 1.3 KRDN 2.1 KRDN 2.2 KRDN 2.3 KRDN 2.4 KRDN 2.5 KRDN 2.6 KRDN 2.7 KRDN 2.8 KRDN 3.1 KRDN 3.2 KRDN 3.3 KRDN 3.4 KRDN 3.5 KRDN 4.1 KRDN 4.2 KRDN 4.3 KRDN 4.4 KRDN 4.5 KRDN 4.6 Semester 1 CHEM 108: Introduction to Chemistry (3 credits) BIOL 189/189L: Fundamentals of Life Sciences (4 credits) Semester 2 BIOL 251/251L: General Micorbiology (4 credits) Semester 3 FAB 101: Food Service Sanitation (1 credit) NUTR 223: Principles of Nutrition (3 credits) NUTR 271: Introduction to Nutrition & Dietetics (1 credit) KIN 223/223L: Human Anatomy & Physiology I Last Updated 1/2018 9

10 (4 credits) Semester 4 KIN 224/224L: Human Anatomy & Physiology II (4 credits) NUTR 301: Nutrition, Health & Ethnic Issues (3 credits) Semester 5 FAB 159: Food Service Operations Fundamentals (3 credits) KIN 200: Statistics for the Health Sciences (3 credits) NUTR 370: Lifecycle Nutrition (3 credits) NUTR 451: Nutrition and Metabolism I (3 credits) Semester 6 FAB 160: Hospitality Purchasing (3 credits) NUTR 311/311L: Nutrition Assessment (4 credits) NUTR 326: Principles of Food Science (3 credits) Semester 7 NUTR 405: Advanced Sports Nutrition (3 credits) NUTR 426: Medical Nutrition Therapy I (3 credits) NUTR 470: Community Nutrition (3 credits) NUTR 451: Nutrition and Metabolism I (3 credits) Semester 8 NUTR 427: Medical Nutrition Therapy II (3 Last Updated 1/

11 credits) NUTR 431: Seminar in Nutrition (3 credits) NUTR 450: Nutritional Pathophysiology (3 credits) NUTR 429: Dietetics, Business, and Management Principles I (3 credits) Last Updated 1/

12 Directions for KRDN Student Learning Outcomes (SLO) Assessment Plan (Required Elements 6.1 and 6.2) On-going Assessment of Core Knowledge for the RDN (DPD) Background: The Student Learning Outcomes (SLO) Assessment Plan is used to document students on-going achievement of learning objectives developed to assess ACEND-Required Core Knowledge (KRDN) (Required Element 5.2.b). When addressing Standard 6 in reports, programs are expected to submit the most recent version of the plan with the history of the annual review process since the last accreditation review. If changes have been made to the plan since the last accreditation review (self-study or PAR), the program is not expected to submit the different versions of the plan. However, changes should be summarized in the review history at the beginning of the plan and discussed in the narrative of the report. Note: Programs must submit separate outcome data (column F) for each track or pathway; however, separate plans do not need to be provided for those tracks or pathways, unless they are customized to the Directions: Next to the ACEND-Required Core Knowledge (column A), list learning objectives that state specific activities and qualitative or quantitative target measures, that will be used to assess overall student achievement of the ACEND-Required Core Knowledge (column B) Complete columns C - E for each learning objective Column F must be used to record outcomes that are collected each year for the most recent accreditation period. Programs are expected to assess at least one SLO from each domain annually. Within the accreditation cycle, all SLOs must be assessed at least once. SLOs that are not met should be assessed annually until resolved. Last Updated 1/

13 track/pathway. Last Updated 1/

14 Date of Annual Review Individuals/Groups who Reviewed Plan 6/13/2017 Program Director, Program Faculty 6/27/2018 Program Director, Program Faculty, Department Chair 5/20/2019 Program Director, Program Faculty, Department Chair 5/13/2020 Program Director, Program Faculty, Department Chair 6/16/2021 Program Director, Program Faculty, Department Chair EAMPLE PAGE History of Annual Review Results of the Review (i.e. changes that were made, if any) Changed benchmark from 90% to 80% will score 80% or better for KRDN 3.4 No Change Changed activities in column B for KRDNs 2.5 and 3.1 No Change No Change A) RE 6.1.a: ACEND- Required Core Knowledge KRDN 1.1: Demonstrate how to locate, interpret, evaluate and use professional literature to make ethical, evidencebased practice decisions. B) RE 6.1.b: Learning objectives that state specific activities and qualitative or quantitative target measures that will be used to assess overall student achievement of core knowledge 100% of students will score a three or better (on a five point scale) on the Evidence Analysis Library Assignment. C) RE 6.1.c: Didactic courses and/or experiential learning in which assessment will occur DIET 301: Clinical MNT 1 D) RE 6.1.d: Individuals responsible for ensuring assessment occurs Instructor Program Director E) RE 6.1.e: Timeline for collecting formative and summative data F) RE 6.2: Data on achievement of learning outcomes, included date collected Every three years 2014: 35/35 (100%) 2017: 31/31 (100%) 2020: 32/32 (100%) Last Updated 1/

15 KRDN 3.3: Demonstrate counseling and education methods to facilitate behavior change for diverse individuals and groups. 80% of students will score 80% or better on peer counseling assignment. DIET 302: Clinical MNT 2 Instructor Program Director Biannually; 2016 and 2017 was not met, measured annually until met 2014: 33/35 (94%) 2016: 19/30 (63%) 2017: 27/35 (77%) 2018: 34/35 (97%) 2020: 23/28 (82%) Last Updated 1/

16 University of Nevada, Las Vegas DPD Program KRDN Student Learning Outcomes (SLO) Assessment Plan (Required Elements 6.1 and 6.2) On-going Assessment of Core Knowledge for the RDN Date of Last Accreditation Review (PAR or self-study) 2015 Date of Annual Review Individuals/Groups who Reviewed Plan History of Annual Review Results of the Review (i.e. changes that were made, if any) March 2015 ACEND Site Visit Staff DPD Program in compliance; minor changes reported and implemented March 2015 Laura Kruskall, Program Faculty, DPD Director, Dept. Chair DPD Director resigned; LK (Director of Nutrition Sciences) was temporary DPD Director until Aug and led sites visit and completed reports August 2015 DPD Director, Dept. Chair New DPD Director appointed; met regularly with LK November 2015 DPD Director New DPD Director attended ACEND training in Chicago, IL May 2017 DPD Director, Dept. Chair New DPD Director appointed; meets regularly with LK August 2017 DPD Director New DPD Director attended ACEND training in Chicago, IL Fall 2017 DPD Director, Program Faculty Updated 2017 Standards; trained new faculty & PTIs (faculty orientation) Last Updated 1/

17 Domain 1: Scientific and Evidence Base of Practice: integration of scientific information and research into practice A) RE 6.1.a: ACEND- Required Core Knowledge KRDN 1.1: Demonstrate how to locate, interpret, evaluate and use professional literature to make ethical, evidencebased practice decisions. KRDN 1.2: Use current information technologies to locate B) RE 6.1.b: Learning objectives that state specific activities and qualitative or quantitative target measures that will be used to assess overall student achievement of core knowledge Students will be assigned a case study involving a particular nutrition-related disease or condition. 100% will successfully complete a literature review on the pathophysiology, current MNT, common drugs or supplements used to treat, and financial impact of the disease or condition To complete Capstone project, 100% of students are required C) RE 6.1.c: Didactic courses and/or experiential learning in which assessment will occur Capstone Project (includes three courses) NUTR 427 Medical Nutrition Therapy II, NUTR 431 Seminar in Nutrition, NUTR 451 Nutrition and Metabolism I, and NUTR 450 Nutritional Pathophysiology Capstone Project (includes three courses) D) RE 6.1.d: Individuals responsible for ensuring assessment occurs E) RE 6.1.e: Timeline for collecting formative and summative data F) RE 6.2: Data on achievement of learning outcomes, included date collected Instructors Spring Semester Spring 2017: 91% excellent, 7% good, 2 % satisfactory Instructors Spring Semester Spring 2017: 91% excellent, 7% good, 2 % Last Updated 1/

18 and apply evidencebased guidelines and protocols. KRDN 1.3: Apply critical thinking skills. to use current information technologies such as, EAL, NCM, and databases to locate peer-reviewed journal articles such as PubMed. 100% of students will complete, as part of the Capstone Project, methods to effectively treat their patients by utilizing critical thinking elements on a case-by-case basis. NUTR 427 Medical Nutrition Therapy II, NUTR 431 Seminar in Nutrition, and NUTR 450 Nutritional Pathophysiology Capstone Project (includes three courses) NUTR 427 Medical Nutrition Therapy II, NUTR 431 Seminar in Nutrition, and NUTR 450 Nutritional Pathophysiology satisfactory Instructors Spring Semester Spring 2017: 91% excellent, 7% good, 2 % satisfactory Last Updated 1/

19 Domain 2: Professional Practice Expectations: beliefs, values, attitudes and behaviors for the professional dietitian level of practice A) RE 6.1.a: ACEND- Required Core Knowledge KRDN 2.1: Demonstrate effective and professional oral and written communication and documentation. B) RE 6.1.b: Learning objectives that state specific activities and qualitative or quantitative target measures that will be used to assess overall student achievement of core knowledge 100% of students will successfully present either the yes or no side of a nutrition-related debate topic involving a particular stage of the lifecycle and present this to their peers in class along with a PowerPoint slide presentation. 100% of students will successfully complete a written literature review, document using ADIME format, give a mock medical team presentation (using PowerPoint slides), develop a client nutritioneducation piece and present a professional poster at the districtor-state level dietetic association meeting on a particular nutritionrelated disease or condition. 100% of students will successfully complete the written portion of the Team Intervention Project. This C) RE 6.1.c: Didactic courses and/or experiential learning in which assessment will occur NUTR 370 Lifecycle Nutrition Capstone Project (includes three courses) NUTR 427 Medical Nutrition Therapy II, NUTR 431 Seminar in Nutrition, and NUTR 450 Nutritional Pathophysiology NUTR 470 Community Nutrition D) RE 6.1.d: Individuals responsible for ensuring assessment occurs E) RE 6.1.e: Timeline for collecting formative and summative data F) RE 6.2: Data on achievement of learning outcomes, included date collected Instructor Fall Semester Fall 2016: 89% excellent; 11% good Fall 2017: 80% excellent; 10% good; 2% satisfactory Instructors Spring Semester Spring 2017: 91% excellent, 7% good, 2 % satisfactory Instructor Spring Semester Spring 2017: 100% excellent Last Updated 1/

20 KRDN 2.2: 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. KRDN 2.3: Assess the impact of a public policy position on nutrition and dietetics practice. KRDN 2.4: Discuss the impact of health care policy and different health care delivery systems on food and involves writing a paper describing the community and identifies strengths and weaknesses and health issues important for that community. As part of the extensive training on Scope of Practice, students are taught the value and importance of making a referral to an appropriate, qualified allied health professional (including an advanced level or specialty-practice RDN). 100% of students will successfully document coordination of care as appropriate in the intervention step of the ADIME in their case studies. 100% of students will successfully complete an online discussion assignment on the impact of a public policy, such as, licensure on RDNs in Nevada, by posting individual thoughts and commenting on other students responses. 100% of students will successfully complete an online discussion assignment on the impact of health care policy and different health care delivery systems of food and NUTR 426 and NUTR 427 Medical Nutrition Therapy I and II NUTR 470 Community Nutrition NUTR 470 Community Nutrition Instructors Fall & Spring Semesters Fall 2016: 64% excellent, 10% very good, 18% good, 8% satisfactory Spring 2017: 91% excellent, 4% good, 4% satisfactory Instructor Spring Semester Spring 2016: 100% excellent Spring 2017: 100% excellent Instructor Spring Semester Spring 2016: 100% excellent Spring 2017: 100% excellent Last Updated 1/

21 nutrition services. KRDN 2.5: Identify and describe the work of interprofessional teams and the roles of others with whom the registered dietitian nutritionist collaborates in the delivery of food and nutrition services. KRDN 2.6: Demonstrate an understanding of cultural competence/sensitivity. nutrition services, such as, Medicare and obesity, by posting original comments and responding to other students posts. 100% of students will complete weekly discussions, Ethnic Restaurant Review, Cultural Interview and Cultural Practices oral presentation. NUTR 426 and NUTR 427 Medical Nutrition Therapy I and II NUTR 301 Nutrition, Health and Ethnic Issues Instructor Instructor Fall & Spring Semesters Fall & Spring Semesters Spring 2016: 98% excellent, 2% good Fall 2016: 96% excellent, 4% good Spring 2017: 100% excellent Fall 2017: 98% excellent, 2% good Spring 2016: 91% excellent, 19% good Fall 2016: 90% excellent, 5% good, 5% satisfactory Spring 2017: 85% excellent, 10% good, 5% satisfactory Fall 2017: 88% excellent, 9% good, 3% satisfactory Last Updated 1/

22 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. KRDN 2.8: Demonstrate an understanding of the importance and expectations of a professional in mentoring and precepting others. Students are taught counseling theories, are shown several sample scenarios, and then are required to demonstrate counseling techniques to facilitate behavior change. 100% of students will successfully complete a mock counseling session. 100% of students will engage in nutrition-related debates in teams using evidence-based information for specific populations within nutrition and dietetics. Students will be broken into four groups based on their individual strengths (i.e. Public Speaking, Scientific Writing, Building Rapport & Handout Development/Creativity/Marketing), and then will pair up with a student from a group related to their weakness, in which they will mentor each other on how to become NUTR 311L Nutrition Assessment Lab and NUTR 431 Seminar in Nutrition NUTR 370 Lifecycle Nutrition NUTR 431 Seminar in Nutrition Instructors Spring Semester Spring 2017: 73% excellent, 17% good Instructor Fall Semester Fall 2016: 98% excellent, 2% satisfactory Fall 2017: 79% excellent, 11% good Instructor Spring Semester To be measured this Spring 2018 Last Updated 1/

23 stronger in that particular area. Last Updated 1/

24 Domain 3: Clinical and Customer Services: development and delivery of information, products and services to individuals, groups and populations A) RE 6.1.a: ACEND- Required Core Knowledge KRDN 3.1: Use the Nutrition Care Process to make decisions, identify nutrition-related problems and determine and evaluate nutrition interventions. KRDN 3.2: Develop an educational session or program/educational strategy for a target population. B) RE 6.1.b: Learning objectives that state specific activities and qualitative or quantitative target measures that will be used to assess overall student achievement of core knowledge Students receive extensive education and practice with scenarios and documentation using the NCP. 100% of students will successfully use the NCP when completing their assigned case study and document in ADIME format. 100% of students will successfully complete the Team Intervention Project. This project involves describing a particular community and identifying C) RE 6.1.c: Didactic courses and/or experiential learning in which assessment will occur NUTR 426 and NUTR 427 Medical Nutrition Therapy I and II NUTR 470 Community Nutrition D) RE 6.1.d: Individuals responsible for ensuring assessment occurs Instructor E) RE 6.1.e: Timeline for collecting formative and summative data Fall & Spring Semesters F) RE 6.2: Data on achievement of learning outcomes, included date collected Fall 2016: 50% excellent, 33% good, 17% satisfactory Spring 2017: 100% excellent Instructor Spring Semester Sprig 2016: 100% excellent Spring 2017: 96% excellent, 4% good Last Updated 1/

25 strengths and weaknesses and health issues important to the community. Using an AND position paper as a starting point, they will develop a mock intervention. Students will write a paper stating how this intervention would be implemented, evaluated and marketed. This paper also includes a needs assessment portion and follows the formats for a grant proposal. 100% of students will successfully write a nutrition-related lesson plan and provide a nutritionrelated activity/lesson for children in the UNLV preschool program. NUTR 370 Lifecycle Nutrition Instructor Fall Semester Fall 2016: 98% excellent, 2% good Fall 2017: 100% excellent KRDN 3.3: Demonstrate Students are taught NUTR 311L Nutrition Instructor Spring Semester Spring 2016: 87% Last Updated 1/

26 counseling and education methods to facilitate behavior change for and enhance wellness for diverse individuals and groups. KRDN 3.4: Explain the processes involved in delivering quality food and nutrition services. counseling theories, are shown several sample scenarios, and then are required to demonstrate counseling techniques to facilitate behavior change. 100% of students will successfully complete a mock counseling session. 100% of students will conduct an in-depth interview with a manager in the food service industry to gain knowledge of the depth and breadth of processes and procedures involved in delivering quality food and nutrition services. Assessment Lab and NUTR 431 Seminar in Nutrition NUTR 326 Principles of Food Science excellent, 10% good, 3% satisfactory Spring 2017: 83% excellent, 17% good Instructor Spring Semester To be measured Spring 2018 KRDN 3.5: Describe basic concepts of nutritional genomics. The curriculum will include a section on nutrient-gene interactions. 100% of students will apply NUTR 450 Nutritional Pathophysiology Instructor Spring Semester To be measured in Spring 2018 Last Updated 1/

27 the basic concepts of nutritional genomics and define how epigenetic changes induced by nutrients and other dietary compounds can modulate risks of several diseases, and will need to learn the basic concepts of DNA replication, transcription and translation and how these processes define disease risks. Students will be required to select one disease condition and discuss how epigenetic changes influence this disease risk and make effective dietary recommendations. Last Updated 1/

28 Domain 4: Practice Management and Use of Resources: strategic application of principles of management and systems in the provision of services to individuals and organizations A) RE 6.1.a: ACEND- Required Core Knowledge KRDN 4.1: Apply management theories to the development of programs or services. KRDN 4.2: Evaluate a budget and interpret financial data. B) RE 6.1.b: Learning objectives that state specific activities and qualitative or quantitative target measures that will be used to assess overall student achievement of core knowledge 100% of students will successfully complete the Grocery Markey Search/Supermarket Survey using marketing techniques to impact consumers. Final class project includes marketing and target markets as well. 100% of students will successfully complete the current and projected month personal budget (2 months) assignment, the Business P&L, Capital budget purchases, revenue and cost centers, types of budgeting C) RE 6.1.c: Didactic courses and/or experiential learning in which assessment will occur NUTR 429 Dietetics, Business, and Management Principles I NUTR 429 Dietetics, Business, and Management Principles I D) RE 6.1.d: Individuals responsible for ensuring assessment occurs E) RE 6.1.e: Timeline for collecting formative and summative data F) RE 6.2: Data on achievement of learning outcomes, included date collected Instructor Fall Semester Fall 2016: 97% excellent, 3% good Fall 2017: 95% excellent, 2% good, 3% unsatisfactory Instructor Fall Semester Fall 2016: 84% excellent, 6% good, 6% satisfactory, 4% unsatisfactory Fall 2017: 88% excellent, 12% good Last Updated 1/

29 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. KRDN 4.4: Apply the principles of human resource management to different situations. KRDN 4.5: Describe safety principles related (incremental and zero based), and projected one month business budget. Students will receive a coding and billing assignment and lecture on reimbursable products in the hospital and in a private practice setting. 100% of students will successfully answer questions on reimbursement. Students will receive an in-class lecture from the Nevada Academy of Nutrition & Dietetics s Reimbursement Representative. 100% of students will successfully answer questions on reimbursement. 100% of students will complete a business plan including staffing needs, HR policies and procedures, and risk assessment/management. 100% of students will develop a HACCP log and NUTR 429 Dietetics, Business, and Management Principles I NUTR 470 Community Nutrition NUTR 429 Dietetics, Business, and Management Principles I NUTR 429 Dietetics, Business, and Instructor Fall Semester Fall 2016: 84% excellent, 4% good, 10% satisfactory, 2% unsatisfactory Fall 2017: 89% excellent, 11% good Instructor Spring Semester Spring 2016: 100% excellent Spring 2017: 100% excellent Instructor Fall Semester Fall 2016: 79% excellent, 12% good, 6% good, 3% unsatisfactory Fall 2017: 90% excellent, 10% good Instructor Fall Semester Fall 2016: 70% excellent, 18% good, Last Updated 1/

30 to food, personnel and consumers. KRDN 4.6: Analyze data for assessment and evaluate data to be used in decision-making for continuous quality improvement. protocol for their business plan. 100% of students will develop a business plan to include assessment and evaluation criteria for day-to-day operations and activities. Management Principles I NUTR 429 Dietetics, Business, and Management Principles I 8% satisfactory, 4% unsatisfactory Fall 2017: 98% excellent, 2% unsatisfactory Instructor Fall Semester Fall 2016: 88% excellent, 10% good, 2% satisfactory Fall 2017: 93% excellent, 7% good Last Updated 1/