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Program Director Self-Study Report for
Food and Nutritional Sciences
Submitted by Program Director: Carol Seaborn
Year: 2012
Planning and Review Committee
1.
UW-STOUT’S STRATEGIC PLAN
1.1 Describe how the program relates to UW-Stout's Strategic Plan.
The University of Wisconsin-Stout is a career-focused, comprehensive polytechnic university where
diverse students, faculty and staff integrate applied learning, scientific theory, humanistic
understanding, creativity and research to solve real-world problems, grow the economy and serve a
global society. The MS in Food and Nutritional Sciences relates to the strategic plan by providing a
graduate program that leads to professional careers in the food industry, health care, and human
services in a global economy.
1.1.1 Describe early and ongoing experiential learning opportunities to students within the
program.
A climate of inquiry is emphasized and integrated throughout the program through the seminar
and research approach. Laboratory experimentation is utilized extensively in the coursework
of both the Food Science and Technology and the Nutritional Sciences concentrations.
Selectives include Food Processing, Food Engineering, Experimental Foods, Food
Preservation Technology, Sensory Evaluation, Food Microbiology, Food Chemistry,
Instrumental Methods of Analysis, Nutrition Assessment, Nutrition Counseling, Multicultural
Patterns of Food and Nutrition, and Nutrition Education. Case studies and practicum
experiences are thoroughly integrated within the coursework of the Human Nutritional
Sciences concentration. Graduate students in the Food Science and Technology concentration
are encouraged to participate in co-op experiences. Furthermore, students in the Nutritional
Sciences concentration are starting to utilize more of these co-ops and field experience
opportunities.
1.1.2 What are the initiatives used to increase and support program enrollment, student
retention and graduation rates?
The program had phenomenal growth during the last six years (2006-2011) due to changes in
the website, active contact by the program director of any student inquiries, and growth of jobs
in these areas during an economic decline. However, due to issues of providing thesis
advisors (not all PhDs in the department have a desire to advise or serve on thesis committees)
and the low graduation rate, the dean and provost suggested limiting growth of the program
for the immediate future (this occurred in 2011). As shown in Table 1, thesis completion or
graduation in 2009 was 18.5% (based on a three-year graduation rate). As growth occurred,
thesis completion plummeted. Many of the students are taking more than three years to
complete a thesis due to lengthy and numerous co-ops. Students in the food concentration
(both international and US citizens) are taking well-paying jobs before completing the thesis.
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Graduate students in the nutrition concentration are accepting dietetic internships and are not
returning to complete the thesis component. A proposed solution is to develop a non-thesis
option, which may help to bring students through the research project in a cohort and
hopefully improve the graduation rate. Enrollment data from 2009 until 2012 is found in
Table 2.
Table 1
Thesis Completion and Enrollment from 2004-2009
Food and Nutritional Sciences
Program
2008-09
2007-08
2006-07
2005-06
2004-05
Food Nutritional Sciences
Thesis 3-year Completion Rate
18.5%
27.3%
41.7%
56.0%
80.0%
Enrollment in fall of year
68
52
31
20
20
Graduation academic year
23
10
7
Not
available
Not
available
Table 2
Enrollment Data from 2009 until 2012 (Three-Year Thesis Completion not available)
Food and Nutritional Sciences Program
Fall 2009
Fall 2010
Fall 2011
Enrollment in fall
55
55
34
Graduation academic year
23
9
21
Note: No graduate student is counted if they are concurrently enrolled in an undergraduate course. So graduate students accepted
but who must take prerequisite courses or take undergraduate courses to meet dietetic competencies are not counted. I typically
have at least 20 students who are not counted by this system. This year (2012) there are 66 on advisee list and last year (2011)
there were 76.
1.1.3 Respond to the program facts and your program’s creative endeavors related to the
diversity aspects of Inclusive Excellence: “UW-Stout’s plan to intentionally integrate
diversity efforts into the core aspects of everything we do. Diversity is broadly defined
and includes, but is not limited to, race/ethnicity, gender, sexual orientation, age, and
disability status.”
The Food and Nutritional Sciences program is supportive of diversity and embraces all races,
ethnicities, and cultures. We have a diverse faculty with nine women and two men. Two
faculty members are from India and one is from Korea. One faculty member is Black
American and another has Native American heritage. During the last seven years, hires have
been culturally representative of India, Nepal, and Africa. Additionally, two hires were Black
American. Other faculty members have come from New York, the Carolinas, Ohio, and
Minnesota. Similar to the faculty, the program is characterized by an equally diverse student
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body. Of the 66 students in the program, there are 10 students from Saudi Arabia, 13 from
India/Nepal, two from China, and one each from Korea, Honduras and Morocco. Some 40.9%
of our students are international students and represent 12% of the 241 international students
on this campus. The faculty, staff, and students face daily challenges associated with having
such a diverse population within this program. However, this program is committed to finding
opportunities to be inclusive while maintaining academic rigor.
1.1.4 Describe the environmental sustainability initiatives of your program: “UW-Stout’s
attempt to make students, faculty, and staff more aware of the importance of sustaining
our environment through energy conservation, waste reduction, and other measures
that will not bring harm to the environment, and to provide students with innovative
research opportunities in these areas.”
All courses with labs in the Food and Nutritional Sciences master’s program are participating
in composting all food waste and biodegradable materials. Two graduate classes, FN-550
Food Processing and FN-610 Food Law, cover sustainability issues. These courses are taken
as selective courses by the food science concentration. There is a plan to revise FN-661
Multicultural Foods, taken by nutrition concentration students, to incorporate additional
sustainability topics. Thesis projects of our students in the area of food processing have been
characterized by utilizing waste products to produce food or food ingredients. This remains a
very viable opportunity for the future.
1.1.5 List various training and development opportunities of core faculty teaching within
your program.
The department chair and dean encourage and support professional development of the faculty
and academic staff although professional development dollars are limited to $500/person/year.
Program directors are allotted a bit more to facilitate travel for recruitment activities. The
department acknowledges the importance of addressing teaching strategies. Faculty members
have been involved in SOTL projects and professional development activities related to
teaching. Faculty members have also been involved in Discovery Center projects, which have
enhanced personal, as well as student learning. Dietetics faculty and academic staff must keep
up their RD status through 75 continuing education hours every five years. Additionally,
Wisconsin RDs must hold state credentials to practice. Faculty and staff in the nutritional
sciences concentration have been able to attend national and state dietetic association meetings
to maintain their professional registrations. Additionally, faculty in the food science area has
traveled to the Institute of Food Technology and other related organizations’ events through
departmental travel dollars or with professional development grants from Research Services to
present either current research or to enhance their professional development.
2. DESCRIPTION OF THE PROGRAM
2.1
Curriculum Design
The Food and Nutritional Sciences master’s program curriculum is partitioned into three
concentrations that augment the research core of approximately 20 credits with 20 additional credits
from a concentration’s selectives. Of the 40 credits required, 20 must be taken at the 700-level. The
three concentrations are: Food Science and Technology, Human Nutritional Science, and Food
Packaging
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2.1.1 State the program objectives. The Food and Nutritional Sciences program sets a goal
to develop students who:
1) Have a comprehensive knowledge base regarding food sciences and nutrition topics and
are able to apply this knowledge through the appropriate use of advanced communication
technologies and strategies
2) Excel in the design, implementation, evaluation, and dissemination of food and nutrition
research
3) Demonstrate creative, critical, and strategic thinking skills that can be applied to food and
nutrition issues
4) Formulate a philosophical and ethical approach to their work
5) Compete for, attain, and succeed in positions in food science industries, food safety, food
packaging, clinical and public health nutrition, nutrition, and education.
2.1.2 What are the initiatives used to determine the need for program revision, including but
not limited to program enrollment, student retention or student graduation rates.
1) Informal and formal input from the Food and Nutrition Department faculty and staff, the
Program Advisory Committee, research advisors, and other instructors/advisors from
outside the department.
2) Informal discussions with current students, prospective students, and program graduates.
3) Networking with professionals in the field and at other universities
4) Information from dietetic internship preceptors, employers and potential employers and
recruiters
5) Results from the university follow-up study
6) Results from the Academy of Nutrition and Dietetics Registration Examination
7) Trends reported at professional conferences/meetings and in the literature.
2.1.3 Is your program defined as a distance learning program (yes/no)?
The program is not defined as a distance learning program.
2.1.4 Give examples and explain the ways in which the program intentionally integrates
diversity efforts, functions and contributes to the program.
Courses such as FN-661 Multicultural Foods and FN-530 Institutional Menu Planning
Marketing & Design provide students the opportunity to study and learn about other cultures
through research, presentations, cooking and menu planning activities. Guest presenters of
various cultures are invited to speak in these courses. Students are encouraged to attend
meetings of the culturally diverse campus organizations, such as the International Relations
Club. The students of the program are so diverse that almost all students are interacting daily
with students from other cultures in most classes, labs, and seminars, as well as through the
two student clubs that are inclusive to graduate students, the Stout Student Dietetics
Association and the Food Science Club.
2.1.5 UW-Stout “programs are presented through an approach to learning which involves
combining theory, practice and experimentation” (Mission Statement). Briefly
describe the components of your program where students participate in scholarly
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activity such as: research, scholarship, experiential learning and creative endeavor.
The 40-credit program requires a minimum of 20 credits at the 700-level or above. In the
700-level courses, which are open only to graduate students, students function in a more
independent manner. The courses involve a higher level of independent thinking, research,
critical thinking, problem solving, and analysis. The program’s core curriculum requires
courses in statistics, applied research design, and research methods along with trends and two
seminars in nutrition/food science. The program’s core provides students with the theory,
knowledge, and resources to complete the research requirement of the Plan A thesis or the
Plan B paper. The program has a strong presence at the UW-Stout Research Day and students
also disseminate research findings at local, state, and national meetings and publications.
Nutrition classes enhance creativity through the production of posters, brochures, and news
articles.
2.1.6 Does your program currently have an accreditation or certification agency that reviews
the program? If so, which agency and to what extent do they influence the structure of
the curriculum?
The MS in Food and Nutritional Sciences is not an accredited program. However, nutritional
sciences concentration students who successfully complete a master’s degree and obtain
additional undergraduate/dual level graduate courses are eligible to apply to the UW-Stout
Dietetic Internship. Many of these graduates are accepted into the internship. Students in this
concentration can use up to 20 dual enrolled course credits of the 40 required credits to meet
dietetic competencies. So in a limited way these particular nutrition courses are influenced by
the competencies and assessment demanded by the accrediting agency. The food science and
technology concentration is not currently affected by accreditation. However, when Institute
of Food Technology (IFT) accreditation is sought and obtained by the undergraduate program,
some 20 (dual-enrolled 500/600) credits of this concentration may be impacted by the IFT
accreditation and assessment standards.
2.2 Faculty/Academic Staff Expertise
2.2.1
List the key people in the curriculum. A key instructor is one who teaches at least one
required professional course in your program.
Within my memory this is the first year that we have not had open positions in the past 20
years. Within the past five years, we have had eight searches, some successful, some not.
However, we currently have a full slate of faculty. With the two undergraduate programs and
two active concentrations in the master’s program, there are many key faculty members who
teach courses in the graduate program. However, two faculty members in the nutrition area do
not hold PhDs and are therefore not approved for graduate faculty thesis advising unless
separate exception forms are completed and approved by the graduate committee for each
case. These faculty hold valuable clinical nutrition experience that is not evident in the PhDs
and thus serve as dietetic program director and dietetic internship director to meet the clinical
nutrition experience requirement stipulated by the accrediting agency. All faculty members
are hardworking and extremely talented in their field of study, despite being relatively new, as
there are only four tenured faculty. The key instructors in the department and outside of the
department are listed in Table 3.
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Table 3
Key Instructors In and Outside of the Food and Nutrition Department
Key Instructors in the Food and Nutrition Department
Chikthimmah, Naveen, PhD
FN-610, BIO-606, FN-770, FN-735,
FN-680
Chinnadurai, Karunanithy, PhD
FN-550, FN-740, FN-750, FN-770,
FN-735, FN-600
Dinauer, Christina, MS
FN-530, FN-614
Fahm, Esther, PhD, RD
FN-712, FN-615, FN-770, FN-735
Hegsted, Maren, PhD
FN-770, FN-735
Knisley, Patricia, MS, RD
Lee, Eun Joo, PhD
FN-617, FN-618, FN-560
FN-638, FN- FN-770, FN-735, FN-756,
FN-796
Ostenso, Karen, MS, RD
FN-710, FN-712, FN-613
Peterson, Kerry, MS, RD
FN-512, FN-520, FN-770, FN-735,
FN-701
Rohrer, Cynthia, PhD
FN-642, FN-742, FN-701, FN-720,
FN-631, FN-760
Seaborn, Carol, PhD, RD
FN-606, FN-661, FN-736, FN-737,
FN-770, FN-735, FN-749
Key Instructors outside of Nutrition Department
Church, James
STATS-520
Dresdow, Sally
INMGT-700
Gillett, Amy
EDUC-740
Kirk, John
CHEM-535
Ruenger, Eugene
CHEM-515
Stachowski, Alicia
PSYC-790
Thielman, Loretta
STATS-520
Welty, Kenneth
EDUC-740
2.2.2
Foods area
Foods area
Foods area
Nutrition area
Foods/Nutrition
area
Nutrition area
Foods area
Nutrition area
Nutrition area
Foods area
Nutrition area
Statistics
Industrial Mgt
Education
Chemistry
Chemistry
Psychology
Statistics
Education
What additional areas of faculty/academic staff expertise are currently needed?
The Food and Nutrition Department currently has four nutrition faculty members that hold the
credential of PhD, three of which hold an RD. In addition, the department has two academic
staff with both MS and RD credentials. The current PhD faculty do not have the three years of
clinical experience required by the credentialing agency to supervise the dietetic internship
program or to teach clinical courses. This role has been given to the more recent MS hires
with the RD credential. Due to the difficulty with acceptance of individuals to serve as
graduate faculty and to advise theses, a PhD possessing clinical expertise should fill any future
openings in the nutrition area. In the last report, the department was down to one faculty in the
food science concentration area, as another was reassigned to administration. Although the
academic staff hires have filled in, thesis advisement has been an issue. During this time
period five individuals have been hired and then resigned. These vacant positions were filled
with new academic staff, which presented issues in getting thesis projects advised and
completed. The department has been approved a fourth individual with a PhD in food science
in order to obtain Institute of Food Technology approval. With that fourth individual now in
place, it is almost a certainty that IFT approval can be obtained. This will be an added bonus to
both undergraduate and graduate recruitment. The projected hiring of a one-half time
technician to calibrate and maintain laboratory equipment is crucial to the Food and
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Nutritional Sciences master’s program and to the department.
2.3 Facilities
2.3.1 What special facilities and or capital equipment currently available are utilized and
how do they strengthen this program? What additional facilities (special classrooms,
labs, additional space involving minor construction) have been requested and has that
been filled?
Appendix A, Lab Modernization, shows the equipment that has been acquired and is currently
being utilized. In the past seven years (2004-2010), some 27 requests totaling $1,504,534
have been submitted. Of these requests, 11 were funded in the amount of $455,163.
Appendixes B and C represent new faculty needs for equipment for teaching.
Nutrition Facilities
The Human Performance Laboratory/Assessment Laboratory was created in the summer of
2005 jointly with the Biology and Physical Education departments. This lab houses a
metabolic cart, treadmill, cycle, blood pressure cuffs, hematocrit and hemoglobin analyzers,
and bioelectric impedance, all of which have greatly enhanced our nutritional sciences
concentration. Additionally, the dean funded a bone sonometer and DEXA instrument for
bone mineral and body fat analysis using end-of-the-year funds. During the past year, this lab
was awarded lab mod funds to purchase a prothombin analyzer (vitamin K analysis), zinc
protoporpyrin (lead analysis), a new HemoPoint Photometer (to replace the old unit), and
supplies for these instruments. Approaching the following topic about the nutrition counseling
lab with humility, respect and understanding is necessary. In the past two planning and review
reports, the need for a space for nutrition counseling was identified. Our students are certified
by our state-accrediting agency to do nutritional counseling and, in the past, our class has
utilized the eight kitchenettes in room 240, slated for office spaces, and the lobby areas of our
building to allow the instructor to observe, concurrently, the counseling sessions of 12-24
students. After some 18 years after reporting this need in PRC, the abandoned Vocational
Rehabilitation 159 (counseling area) was awarded to our department. However, to be an
effective counseling space the area needs comfortable seating and new paint. This represents a
lab mod request; however, the space may not meet our needs because the space is limited to
only four counseling areas, and only two of which have a two-way mirror. We typically have
15 to 25 students in the FN-460/660 counseling class. There is no classroom near this facility
to manage the other 16 students not involved in conducting or observing the counseling
sessions. We would have to limit enrollment and have to have more staff teaching this course
in order to use the four counseling areas effectively. It would serve a graduate counseling
class of limited enrollment very well but not the very large dual-enrolled course. Regardless,
our department will continue to work to provide a professional counseling area for our
students with separate areas where many counseling sessions could occur. However, this may
have to come with a building initiative to meet our needs.
Food Science Facilities
Another area that has been a recipient of lab mods has been the sensory evaluation lab, which
has received new computers and sensory software. However, the replacement of the carpet in
this lab with tile floors was not funded despite being an absolute necessity for effective
sensory tasting because smells can be retained and transferred via carpeting. Although having
the needed equipment for teaching in the food science concentration has been an issue in
retaining five recent hires in the food science area, two of these lab mods ($116,920) were
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utilized to almost completely dismantle lab space to make two classrooms with seating, tables,
and computer projection. In actuality, one of these spaces, made into a classroom in 2005, is
being converted to office spaces. Another lab was partially dismantled to accommodate chairs
and tables from the displaced classroom. So within this seven-year period, three laboratory
areas were lost and replaced by two classrooms and offices. It should be noted that the
classrooms created definitely enhance both undergraduate and graduate teaching. It also
should be noted that the food science faculty see little value in labs sit up as kitchens; they
need labs that can stand up to chemical usage. Only $338,243 of the approved funding
actually went towards the needed laboratory equipment for teaching. In addition to the
accelerated solvent extractor (ASE), microcentrifuge, spectrophotometer, single screw
extruder and instron texture meter that were in the department in 2005, lab mods brought in a
Varian Saturn 2100 (GC-Mass Spectrophotometer), Kolpak walk-in environmental chamber
(for food packaging experiments), HPLC, vacuum oven, and chemical cabinet. With the
exception of the environment chamber (which was too large), most of this equipment is now
relocated to room 371, a room with hoods that was modified to hold equipment as well as
provide classroom space. Additional space for laboratory teaching (where usage of chemicals
is possible) is greatly needed by the program due to losses of previous kitchenette lab space to
classrooms. An area that has missed the lab mod requests repeatedly is Heritage Hall 132, a
room with the necessary vents for exhaust of laboratory experimentation. There have been
five lab mods requested for room 132 with only one that was approved, in 2005. If our plan is
to help graduate students achieve the desired exploratory problem/research competencies
through classroom/laboratory instruction, space is needed. Graduate class projects are not
conveniently put away at the end of a two-hour period to accommodate incoming classes.
Space is needed for students to return to their work area and samples, and have room
availability when a class is not scheduled in the area. Classroom teachers do not want
graduate students walking into their class to attend to their projects. Additionally, a laboratory
technician is needed to calibrate equipment and to ensure that the equipment is in working
order for class instruction. The faculty will continue to work collaboratively to develop the lab
in 132 and seek ways to replace the lost space that could have been devoted to laboratory
spaces that have become needed classrooms.
2.4
Resources for the Program
2.4.1 Evaluate as to currency/up-to-datedness, quality, relevance, and quantity of the library
resources to support the program. List or describe any information or service needs
created over the past three years by concentration and course changes and include a
brief statement as to how these needs have been met by the library.
The staff of the library continues to be very responsive to the needs and requests of program
faculty and students. Both Cory Mitchell and Lela Lugo, consulted to answer this question,
commented on the costly nature of these highly scientific disciplines, which are currently
undergoing a rapid pace of change and discovery. Although $10,000-15,000/year is spent on
print and e-journal (serials) subscriptions on program-specific serials to support the M.S. in
Food and Nutritional Sciences, additional funding is needed to provide added resources and to
continue to offer present resources as costs increase. Many journals, such as medical journals,
are prohibitively expensive. Others provide only limited access, like the Food Science and
Technology Abstracts, which allows only one user at a time.
In each of the last three years, about $4,200/year was spent on book and video resources for
the general library collection in food and nutrition. Currently, of the 236,512 books held in the
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library collection, 6,411 books and videos (print, e-book, audio-visual) relate to this discipline.
In addition, the University Library allocates $1,200/year to the master’s program to purchase
library resources chosen by the faculty and staff from the Food and Nutrition Department.
This resource was utilized when the following 700-level courses were developed: FN-742
Sensory Evaluation of Food, FN-760 Nutraceuticals/Functional Foods, and FN-796 Flavor
Chemistry, as well as the now less frequently offered FN-756 Advanced Experimental Food
and FN-740 Food Preservation Technology.
The University Library also subscribes to three program-specific databases that include:
FSTA (Food Science and Technology Abstracts) ($7,555/year), Annual Review of Nutrition
($230/year) and CAB Direct: Human Nutrition ($1,430/year). In total, the library spends
about $9,215/year for the program-specific databases. The University Library has a Food and
Nutrition Resource Guide http://libguides.uwstout.edu/food that is a gateway to programspecific library resources and provides access to the following article databases: FSTA (Food
Science and Technology Abstracts), EBSCOhost, Annual Reviews (Annual Review of
Nutrition), CAB Direct: Human Nutrition, Web of Science (Science Citation Index Expanded),
Biological Abstracts, BioOne and ProQuest (ABI/INFORM Complete).
Of the 124,011 serials (journals) (3,217 print/120,794 full-text online), there are 119 serials
(journals) in Food Science and Technology and 106 serials (journals) in Nutrition and
Dietetics. Important journal (serial) holdings in Food and Nutritional Sciences include:
American Journal of Clinical Nutrition, Annual Review of Nutrition, European Journal of
Clinical Nutrition, Food Processing, Food Technology, International Journal of Food Science
and Technology, International Journal of Obesity, Journal of Food Biochemistry, Journal of
Food Composition and Analysis, Journal of Food Process Engineering, Journal of Food
Protection, Journal of Food Science, Journal of Human Nutrition and Dietetics, Journal of
Nutrition, Journal of the American Dietetic Association (now known as the Journal of the
Academy of Nutrition and Dietetics), New England Journal of Medicine, Nutrition Today,
Prepared Foods, School Nutrition and Trends in Food Science & Technology. Of interest to
the writer of this report is the increased number of e-book holdings that include: ebrary
Academic Complete, Gale Virtual Reference Library (GVRL), eBooks Collection (EBSCO),
Credo Reference and Knovel Library. Of the 111,611 e-books, 1,503 are related to food and
nutritional sciences. This is an opportunity to continue to seek additional holdings.
An important service to mention, provided by the library, is the Thesis Survival Skills
workshops, which have been very beneficial for the graduate students, assisting them with
APA format and many other aspects of the research reporting process. These are well
publicized by the Graduate School. Our program will continue to promote attendance at these
workshops by the students.
2.4.2 List any special resources used to meet program and/or student needs such as:
Academic Computing, Instructional Technology Services for curriculum materials
development, ASPIRE, Research Center, Media Self-Instruction Lab, Academic Skills
Center, etc. List or describe any other resources, which are needed to meet the
program objectives with a brief statement as to how these would enhance or maintain
the concentration quality.
Graduate School. The Graduate School provides many valuable services to the graduate
students assisting them from the time they submit their initial application through the
completion of the program and the submission of their research paper. The Graduate School
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staff is very service-oriented and ready to assist prospective students, current students, and
returning students. They are also knowledgeable and able to assist graduate faculty and
program directors with aspects related to the graduate policies and procedures. The monthly
newsletter that is emailed to graduate students and program directors is an excellent resource.
If the writing center is unable to assist students with thesis writing, an important area to
develop in the Graduate School is the provision of more resources to help students in thesis
writing.
Career Services. Cooperative education at the University of Wisconsin-Stout is an asset to the
master’s program in that the co-op helps students integrate career-related work experience
with academic coursework. The co-op helps students apply classroom knowledge to a
professional work setting, gain confidence, build a stronger resume with work experience
employers need in the future, and strengthen interpersonal and communication skills. Other
services provided by Career Services include assistance with resumes, interviewing, cover
letters, as well as job search tools. These are invaluable services for our master’s students.
Planning, Assessment, Research, and Quality. This office supplies critical services to the
master’s program. These two services include Qualtrics, an online survey program licensed
through the UW System, which is available for master’s students to develop and conduct
surveys. The office provides training and tutorials on this service. The second service is
thesis data analysis conducted by this office and overseen by Susan Greene. The data analysis
service is critical to the research requirement of this program. With that being said, it would
be beneficial if this office could develop a method to report our program’s graduate enrollment
accurately in the Red Book.
Research Services. The importance to the master’s program of Research Services cannot be
overlooked or underemphasized. The funding of Student Research Grants is a huge help for
the students in this master’s program as their projects often involve large amounts of money
spent for food ingredients and equipment. Even a pH electrode is a large expense when the
department has none. Since no money is returned to the department for thesis advisement, this
is the only resource to help the students fund the research. A huge assistance comes through
their administration of the human subjects training, the Institutional Review Board approval of
research, and assistance with development and then facilitating the approval of both consent
and human subject forms. Two other activities should also be mentioned: the UW-Stout
Research Day and the University of Wisconsin-Stout Research Journal. Our faculty members
also greatly appreciate this office’s assistance with grants and grant development. Their work
for the master’s programs on this campus is immeasurable.
Discovery Center. The Discovery Center has incredible potential to assist with student and
faculty research, in conjunction with industry and other researchers, to solve challenges and
promote innovation. The department has successfully participated in many of the applied
research projects that have involved food processing and technology associated primarily with
the food science concentration. The faculty looks forward to continuing their collaboration
with the Discovery Center to enhance graduate education.
Computer Services – Computer services for graduate students is basically nonexistent. Having
the software data analysis SPSS through the keyserver is critical.
Writing Center. The writing center is somewhat effective in helping international students
with writing assignments for graduate classes and is available to each student 120 minutes per
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week. However, the undergraduate students manning the center may not be as capable of
assisting with graduate writing assignments and the writing center is not available to help
students in the writing of the thesis. The writing center refers students to pay-for-service
editing help. I strongly suggest that this service be expanded to offer thesis help to graduate
students. This might be accomplished by hiring graduate students. Expanding the services to
thesis help is greatly needed whether it is accomplished in the writing center or through the
Graduate School.
2.5
Assessment in the Major
2.5.1 Attach your most recent Assessment in the Major report. Report is attached as
Appendix D.
3.
SUPPLY EVIDENCE OF THE QUALITY OF THE GRADUATES OF PROGRAM
3.1 Describe the demand for graduates and anticipated changes or trends in such positions/roles.
Nutritional Sciences Concentration
According to the US Bureau of Labor Statistics, 56,130 dietitians and nutritionists worked nationwide
as of May 2011. These employees earned an average annual wage of $55,460 ($26.66 an hour). The
best paid 10% earned $76,400 or more ($36.73 an hour), while the lowest paid 10% earned $34,300 or
less ($16.49 an hour). Most dietitians (33%) are employed by general medical and surgical hospitals
followed by public health. However, many opportunities in other areas are increasing. Although the
anticipated growth rate for all jobs from 2010-20 is 10-14%, the growth rate in dietetics is anticipated
to be faster than the average at 20% (or 12,700 new jobs).
Food Science and Technology Concentration
The US Bureau of Labor Statistics reported that the average annual salary for 12,040 food scientists
was $64,170 or $30.85 an hour. The best paid 10% earned six figures at $105,080 or $50.52 an hour.
The lowest paid 10% earned $33,930 or less ($16.31 an hour). The Bureau of Labor Statistics reports
that there were approximately 12,040 food scientists working in the United States as of May 2011, and
predicts that an additional 3,500 will be added between 2010 and 2020. This is a slower growth rate of
8-10% and most jobs becoming available will be due to retirement.
3.2 Interpret the data from the Planning, Assessment, Research and Quality (PARQ) office of the
alumni follow-up surveys.
The number of returned surveys from 2006 was two and for 2010, the number was four. The two from
2006 from the nutrition concentration were unsatisfied with course availability in program sequence
and rated research projects and practicum as the most helpful in preparing them for employment. The
lowest rating of program goals was excelling in research. Both rated the program goal of students
obtaining and retaining a position as high. The reported salary was $55,001 to more than $75,000.
Both rated the overall effectiveness of the program as high.
The four individuals from 2010 were asked to rate achievement of program goals. The two program
goals that ranked highest were formulation of an ethical approach to my work and the goal that
students have competently competed for and succeeded in job positions. The low ratings, for the
section intended for the food science concentration graduates, were for understanding the effects of
processing on products and properties of packaging materials and the ability to identify conditions
12
under which pathogens are inactivated. These ratings were disconcerting until I discovered that the
three nutrition concentration students had also completed this part by mistake. One of the four
students was very unhappy with the faculty and their advisor. Therefore, the means for mentorship by
faculty and program instruction, as well as advising, were low. Means of attending UW-Stout again
and enrolling in the same program were also low, likely reflecting faculty turnover during this time
period. However, when asked to rank occupational preparedness, means from the four were high.
Salaries ranged from $25,000 for part time to $55,000 for full time.
3.3 Interpret the major results from your Program Specific Surveys (students, faculty and advisory
committee) conducted by the Planning and Review Committee.
Student Data
Student survey data collected by the Planning and Review Committee provided means for 21
questions. Thirty-six of 58 (62%) responded. Note: This data was collected last spring when the
Red Book supposedly said the program reported 34 students. The lowest mean (3.26) was for
“Laboratory equipment for my program is up-to-date.” Our lack of laboratory equipment was
mentioned throughout the text responses by the student body as they recognize that this deficit impacts
hands-on-learning. Ratings for other resource/technology availability varied from high to lower.
“Library resources are accessible for my program” (4.23) and “Library resources are adequate for my
program” (4.17) appeared to verify satisfaction with availability and access to library resources.
Classroom facilities are well maintained (4.0) and classroom facilities allowed for efficient use of
learning technologies was a lower 3.80. I can easily see how this ranking occurred as I have purchased
speakers that I carry in my bag to use in the classrooms on the 2nd floor as no speakers were provided
in two of the classrooms and the speakers in a third classroom are rarely operational. For re-emphasis,
the absolutely lowest ranking received was for laboratory equipment.
Of the 21 questions, the second lowest mean (3.64) was for “The evaluation procedures for my courses
in my program appropriately measured my learning.” A repeated complaint was that their professor
needed to provide timely feedback in courses while one complained of too easy grading. The mean
response to the question “My written communication skills were enhanced through my coursework”
was 4.11 but the response to “My problem solving skills” (3.72), “My critical thinking skills“ (3.83),
and “My level of knowledge in the design, implementation, and evaluation of discipline-relevant
research” (3.75) was lower. One student suggested that some of these skills could be accomplished
through courses designed similarly to Research Critiques in Microbiology. In response to “My oral
communication skills have been enhanced” the mean was 3.78. Although this mean was lower,
students complained of the overlap of having two seminars and a trends class that required oral
presentations.
The question that netted the highest mean (4.46) was under advisement/communication “My program
director was accessible on a routine basis” followed by “My program director clearly and accurately
articulated my program requirements” (4.17). Students also agreed “My thesis/plan B advisor was
accessible and responsive (4.09). However, the text responses indicated the need for PhD faculty to
serve as advisors. Fill-in professors and heavy workloads of faculty were cited as the reasons peers
failed to complete their thesis.
Under quality of the faculty, comments of faculty being the program’s strengths and quality of the
faculty as ranked by students overall, appeared positive. “Instructors in my program provided current
and relevant information,” “Instructors in my program are accessible for help outside of regular class
time,” and “Instructors in my program facilitated student achievement of the stated objectives as
presented in their course syllabi” had means of 4.17, 4.11, and 4.0 respectively. Many comments
13
existed that were complimentary of professors with up-to-date information and motivation. However,
negative comments on the fill-in instructors and expression of a strong negative feeling to the entire
program appeared to be related to the departure of favorite professors and our inability to fill open
positions in a timely matter (up to 2 to 3 years). Our lack of laboratory equipment, high teaching load
and uncompetitive salaries are not a selling point to obtain PhD faculty.
Both positive and negative comments were received on program quality. Positive comments ranged
from real-life scenarios, expert professors that have worked in the field, the courses, and online
courses. Negative comments of too many credits (40 credits), too many students for the few thesis
advisors, courses not being offered or overlap of courses during a semester, courses filling before
registration date, courses only offered during the fall or spring, fill-in professors (thus the need for
faculty), lack of 700-level courses (especially felt by those students who had gotten their
undergraduate degrees at UW-Stout), need for improvement of labs and lab equipment, online course
complaints (citing these as not the best learning methods) and complaints that graduate students should
but don’t receive a laptop. These comments may have resulted in an overall rating of the program as
3.74 and a rating of 3.66 to the question “If the student had to do it all over again, that they would
choose this program.” One course students felt had unnecessary repetition was statistics as content
was repetitious related to an undergraduate statistics course, Research Foundations, and Applied
Research Design. Unfortunately, the only statistics available to the students is STATS-320/520, a
dual-enrolled course. This course must be incredibly challenging for faculty to teach as students range
from having no statistics to graduate students having already had one or more statistics courses.
Perhaps to the satisfaction of both the statistics professor and students, it might be better if a separate
graduate-level course was offered that spent less time on the very basic statistics that graduate students
have already covered. Trends in Nutrition and Nutraceutical Foods were also reported to overlap.
Students wanted more nutrition and food science courses at the 700-level and specifically mentioned
sports nutrition and gerontology. Furthermore, students suggested having fewer program credits and
providing a non-thesis option.
Advisory Committee
Six of the nine advisory members (67%) responded very truthfully and insightfully of the program’s
strengths and weaknesses. The advisory committee responded to strengths as dedicated faculty who
are stretched beyond limits, the internship placement rate, and the ability to turn out high-quality
dietetic interns with a high pass rate on the registration exam. The indicated weaknesses of the
program were an understaffed situation, inadequate faculty to teach 700-level courses (and to advise
thesis projects), the high turnover rate as the dietetic internship director (and the need for this position
to mentor dietetic interns), and the high turnover rate of faculty whose teaching load and lack of
research support have resulted in resignations. The committee recommends the college provide the
resources and support to hire and keep faculty, increase the frequency of the contact of the dietetic
program director with students at sites that Stout hosts, and obtain a full-time instructor in diet therapy
with recent clinical experience. Much of the weaknesses cited have to do with the responsibilities of
the dietetic internship director being met. Our hire this fall holding an MS degree and ten years of
recent clinical experience has filled the dietetic internship position and is teaching medical nutrition
therapy (or diet therapy). This will go a long way to address the advisory committee’s concerns.
Faculty (Inside Department)
Six faculty (73%) members responded. Not of surprise, the lowest rating (2.88) was received for
“Quality of laboratory facilities for my courses.” The requests for adequate facilities to conduct
experiments and the attainment of lacking equipment and resources, such as HPLC columns, solvents,
and pipettes, were clearly expressed. The faculty rated “quality of classroom facilities” (3.5),
“adequacy of equipment for my course” (3.25), and “adequacy of supplies for my course” (3.88);
14
clearly, these courses did not depend upon lab space or use of laboratory equipment. Clerical support
was rated as 4.00.
“Quality of instruction in the core courses” received a lower rating of 2.88. In searching for the
meaning of this rating in the comments, it appears that the faculty members are keenly aware of the
need for 700-level courses that would include protein chemistry, lipid chemistry, carbohydrate
chemistry, and enzymology to go beyond the basic information provided in Advanced Foods,
Experimental Foods, and Advanced Experimental Foods. Relevance of information presented in the
core courses (3.50) and student mastery of degree content (3.75) were also rated. The faculty members
in the food science concentration expressed the recommendation to rework the entire content so that
repetition is removed and concepts such as food biochemistry, rheology, instrumental analysis, food
ingredients technology, non-thermal and thermal processing, and polymer and colloidal properties of
food are covered. The “Quality of instruction in support courses” (2.63) also appears to be related to
teaching these concepts in other departments.
Faculty-rated student mastery of degree content was 3.75, but major weaknesses were identified in
providing time for faculty to mentor graduate students in research/writing, having adequate facilities
for experiments, need for technician to maintain equipment, shortage of full-time PhD faculty to teach
courses, and inadequate number of faculty to meet students needs for thesis advising. Faculty
suggested new courses that will allow for cohort-based research mentoring. One suggested a separate
track for students without a degree in dietetics who would like to become registered dietitians; a
suggestion that is very intriguing. Faculty members expressed concern about preparation of
international students, especially those from the ESL program, in their proficiency of the English
language. Faculty maintained that the Institute of Food Technology approval will benefit the master’s
program.
Faculty stated that the program director is a major strength along with good interactions among faculty
and students and good job opportunities. The highest rating was given for “Communication between
program director and yourself” (4.38), program director’s leadership (4.13), ability of the Library
Learning Center to meet the needs of my students (4.25) and ability of the Library Learning Center to
meet research and professional needs (4.13). However, it is evident that faculty would like the
opportunity to participate in the program’s decisions by their rating of 3.13.
Faculty (Outside Department)
Four of eight (50%) responded. The major strength was relayed as the program director. The highest
ratings were “communication between program director and yourself” (4.25) and “the Library
Learning Center is meeting my needs” (4.0). The lowest rating was for adequacy of equipment for my
courses (2.75). Some questions that just barely received adequate ratings were “Library resources are
adequate for my program (3.0)”, “quality of classroom facilities (3.00)”, “quality of laboratory
facilities (3.00)”, and “adequacy of supplies for my course (3.00)”. “The students entering my courses
are adequately prepared to successfully complete them” received a rating of 3.25. One of the out-ofdepartment faculty suggested revenue for FN-770 should be transferred to the department to which the
advisor belongs. Clearly, this individual is not aware that departments do not receive revenue for
thesis advisement or that faculty members in our department rarely receive thesis release due to heavy
teaching loads. However, the suggestion to reimburse the department who is advising thesis for
supplies and equipment is well-taken.
15
4. SUPPLY EVIDENCE OF CONTINUOUS IMPROVEMENT EFFORTS OF THE
PROGRAM
4.1 Describe the strengths and unique features of your program that distinguish it from similar
programs. What are the weaknesses of the program?
Strengths and unique features

The MS has presented with steady and growing enrollment since the last PRC report.

The program attracts a diverse student population. Approximately 40% of the enrollment is
composed of international students.

The program provides three different concentrations with enough flexibility to allow students in
the food science concentration the opportunity to tailor an individualized course array to meet
their career goals. Those students in the nutrition concentration can meet dietetic competencies
by utilizing 20 of the 40 credits to meet the dietetic competencies needed to enter a dietetic
internship. These credits and additional undergraduate credits allow them to fulfill the dietetic
competencies in 2.5 years. The flexibility allows students attending school part-time while
working full-time is an asset.

Although the program is no longer tied to the dietetic internship, the fact that applying to our
dietetic internship is a possibility after obtaining a master’s degree at UW-Stout is an asset to
those students that are interested in becoming registered dietitians. The program director
routinely works with students that are transitioning between careers and who do not have an
undergraduate background in nutrition or dietetics.

The program faculty is one of the program’s greatest strengths. Students cite the faculty’s
knowledge, willingness to work with them outside of class, caring persona, and availability, as
being important to them. The smaller class size for graduate courses is also appreciated.

The program provides a strong research core. Students and program faculty cited the program’s
research component as a strength. Students and faculty support the dissemination of research
through UW-Stout Research Day, the Student Research Journal and through professional
organizations (meetings and conferences).

Since the last PRC Review the program has seen a number of labs receive a substantial amount
of new equipment.

Since the last PRC Review the program has seen a number of classrooms established.

The Food and Nutrition Department has received approval for a half-time technician to help
calibrate and maintain equipment for classroom use.

Students interested in admission to PhD programs have been successful in being accepted into
doctoral programs. The program’s stress on scientific inquiry and hands-on research has placed
these students at a definite advantage in this program.
Weaknesses and opportunities for improvement

Students, program graduates, faculty and the Program Advisory Committee recognize that it is
critical for the program to continue to update labs and facilities. When new equipment is
obtained it is equally important that use of the equipment be integrated into the appropriate
laboratory courses, which necessitates assistance from a laboratory technician.

Over the past several years there has been a significant amount of faculty turnover, particularly
in the food science area. This has impacted thesis advisement and the thesis completion rate.
Currently, there is a full slate of faculty, but fingers are indeed crossed as the lack of equipment,
research support and teaching load seems to be of a very real concern as previous hires have
quickly relocated elsewhere.

As classrooms have replaced laboratory spaces, work areas to carry out scientific investigation
16



4.2
have been eroded. Whether space for laboratory work can be carved out in current available
space (especially those already with hoods such as Heritage Hall 132) or whether this need
should be addressed by a building initiative should be considered.
The program is limited in the number of online offerings that is available. Expanded online
offerings would attract more students, particularly working professionals. Also the department
needs to more frequently offer and develop 700-level courses. Students are not entirely satisfied
with the dual-level offerings and would prefer to take more 700-level courses. Students who
obtained an undergraduate degree with dual level courses have fewer options available.
Not all PhD faculty members in the department are interested in serving as research advisors.
The faculty who offered so much assistance in chemistry in the past have retired. The teaching
load and lack of reward to thesis advisement appear to be a handicap in the sciences. Slowly,
additional campus faculty members are being recruited. Others with a master’s degree are also
being recruited.
The availability of graduate assistantships to help us recruit and retain more students is an old
and ongoing need. The program director and department chair receive many inquiries on the
availability of assistantships and have observed students leave after one year because of the offer
of assistantship from other universities, again impacting graduation rate.
Submit evidence of program response to the concerns and recommendations in your previous
program review.
Recommendations for Program Director
Prepare a flyer or obtain brochures from
Career Services that would be useful in
making graduate students more aware
of services available to them.
Recommendations for Department Chair
Be proactive about offering more online
courses as well as more 700 level
courses.
Program director is now periodically sending emails to the students
about Career Services each semester. Ray Rivera is invited to speak
during seminar course and distributes brochures about Career
Services.
Carol Seaborn offers two online 700-level courses every other spring,
FN-736 Micronutrients and FN-737 Macronutrients. The FN-413/613
Maternal and Child Nutrition course is offered fall, spring and
summer.
Other non-online courses that have been developed and offered in this
seven-year period are: FN-742 Sensory Evaluation of Food, FN-760
Nutraceuticals/Functional Foods and just offered this spring semester
FN-796 Flavor Chemistry. Also offered more frequently has been
FN-756 Advanced Experimental Food and FN-740 Food Preservation
Technology. The FN-750 Food Packaging course needed for the food
packaging concentration has not been taught in two years.
Be proactive in getting existing faculty
to be more involved in thesis and
research paper advising.
Recommendations for Dean
Seek IFT approval.
Support faculty recruitment by filling
positions and offering a competitive
salary.
A record is kept by departmental secretary of those serving as thesis
advisor/chair or committee member and is passed around the faculty
meeting table periodically.
The dean has sought and obtained the allocation needed for the 4 th
PhD to obtain IFT approval. The 4th PhD was hired 2012.
The dean has been very proactive in offering a competitive salary. All
positions are filled.
17
Submit evidence of program response to the concerns and recommendations in your previous
program review (Continued)
Reduce faculty turnover.
Update labs.
Increase graduate student support.
Establish a Nutritional Counseling Lab.
Although positions are filled, faculty turnover has been an issue with
five turnovers in the food science area in the immediate past. Salary
adjustments have occurred when possible. Help in this area might be
to consider the consultant’s suggestion of more research support in
both funding and equipment and a nine-credit teaching load. Funding
and equipment purchasing have occurred for faculty directly from the
dean’s office.
Several classrooms were established in Heritage Hall 240, 230, 371
and, most recently, 238 was converted to a classroom, eliminating half
of the lab space. Lab modifications were received for Heritage Hall
rooms 423, 132, 251/252, 371, and 244. Equipment was provided to
these labs, but needs, including Heritage Hall 132 (a non-usable space
as is) remain unmet.
The dean and provost have increased the number of graduate
assistantships in the Food and Nutrition Department. At present, there
are four positions of 13.3 hr/week and five positions of 6.7 hr/week.
For these nine graduate positions last year, 38 applications were
received. There is a need for more.
A space abandoned by Vocational Rehab has been identified as the
space for nutritional counseling. Tables and chairs have been
obtained from surplus, but cosmetically the room has much to be
desired. The area has four spaces to counsel versus the ten (although
not designed for counseling) we did have in room 240.
4.3 In the next seven years, what are the major improvements or changes you plan to implement
to improve program quality?
o
Our program has shifted in enrollment from the food science area (19) into the nutrition
concentration (47) as determined from the advisee list. We will not be able to service this many
students with needed classes or thesis advisement without additional resources. In discussions
with the dean this past year, the program director was encouraged to limit enrollment to match
available resources. Thus, the program director has limited enrollment of both concentrations
during this reporting period. Students with necessary background to do well in this heavily
science-based program and to complete the degree will be recruited.
o
An idea to assist our ability to service more students follows. Our department has previously
discussed dividing the program director position into two, with one person representing,
recruiting, and administering the food science and technology concentration and the other
representing, recruiting and administering the nutritional sciences concentration. This was
tentatively approved by the dean, if the graduate school and the department had no objection. No
one had an objection but with only two people permanently hired in the food science area, there
was no one willing to step forward to take on the direction of the food science concentration.
This would go far in solving several problem areas such as thesis completion rate – the thesis
completion by the food science concentration students is poorer. Having a program director
located on the same floor of the building and in conversation in the biweekly/monthly area
meetings held by the food science faculty would help considerably in helping the food science
students find appropriate research projects and advisors, and in monitoring their progress. I
teach nutrition courses and am not in contact with the food science concentration students other
than semester class advising and serving as their co-op mentor. The division of the program
18
position would be a great help to the food science concentration graduate students to assist them
with thesis completion and for the food science faculty to obtain feedback and input about the
program from the faculty in these biweekly/monthly meetings.
o
o
The food packaging concentration was approved in the spring of 2003. Nationally there are
only a few (2-3) MS-level packaging programs. The packaging concentration that was
developed was a collaborative effort between the Food and Nutrition Department and the
Packaging Department. At that time both departments were fully staffed. Since its
implementation in 2003, two students have graduated with this concentration. The turnover in
both departments has meant that required courses could not be offered on a standard rotation
basis. With this in mind, the program director in 2006, Janice Coker, did not feel it was
appropriate to advertise and recruit students into this concentration, which has been what the
current program director has done as staffing did not improve. It was discussed with the
advisory committee to suspend the concentration, but the program director was encouraged to
retain the concentration. Now with the Packaging Department and Food and Nutrition
Department fully staffed, it seems to be a good time to revisit the collaboration to make this
master’s degree concentration a functioning entity. This would be a good initial project for the
person designated to oversee the food science concentration. Three of our food science faculty
members are working collaboratively with the new food packaging staff member. However, it
would also require meetings with the packaging department to work out what prerequisites
would be taken. I had a student two years ago who registered for a graduate-level packaging
class. In the meeting held by the personnel who were teaching, I was told to remove the student
from the class, as she did not have the five requisite classes (14 credits). Collaboration to
determine what prerequisites are absolutely needed is essential in this process.
Put forth a program change.

This program change must reflect recent changes in the dietetic internship to eliminate the
eight credits from enrolling in the internship that were possibly used toward the master’s
degree. This change has arisen due to the recent dietetic internship changes submitted to the
accreditation agency. Pre-selection will no longer be allowed and thus students entering the
dietetic internship will need to have completed their master’s degree. Therefore, accepting
internship credits toward the master’s program is no longer appropriate.

The program change will also need to allow a non-thesis option. The current graduation rate
of the Food and Nutritional Sciences is 18.5% (based on three-year graduation rate). See trend
below. Many students in both concentrations are taking more than three years to complete a
thesis. Students in the food concentration (both international and US citizens) are taking jobs
before completing. Students in the nutrition concentration are accepting dietetic internships
and are not returning to complete a thesis. A non-thesis option might provide an opportunity
to improve graduation rate.

In the program change, the number of required courses must be increased in order to ensure
that a degree from the program is consistent in the knowledge provided and so that students do
not choose the easiest courses that would negatively reflect upon the reputation of earning a
master’s degree from our institution. This requirement may also ensure that enrollment size is
viable so that courses can be offered with sufficient enrollment without fear of cancellation
because of small numbers. Also, there should be a rigorous discussion of the required credits
for the degree.
19

5.
The program change should also reflect a higher TOEFL score. Whereas now the Graduate
School has the requirements that include a bachelor’s degree, minimum GPA of 3.0 and if
English is a second language, an IELTS score of 6.5, or TOEFL: 70 [iBT (composite)], 523
(paper-based). Applicants with TOEFL scores under 79 [iBT (composite)], 550 (paper-based)
will be required to take at least one advanced level language course through UW-Stout’s ESL
program. All programs now have the minimum graduate admission standards, including ours,
which is reflected on the website. I would like to make the admission requirements to be a
minimum IELTS score of 6.5, or TOEFL of 79 [iBT (composite)] and 550 (paper-based). The
Vocational Rehabilitation Department adopted these scores several years ago. Additionally,
the standards adopted by our program should reflect that a passing of ESL does not substitute
for the English proficiency exams (IELTS or TOEFL). Looking at present enrollment, the
higher score TOEFL would only have impacted one student and would impact eight students
admitted upon passing ESL (two of these recruited from ESL of other university programs
have gone on probation or have been asked to leave). The passing of ESL does not reflect
English proficiency that we need in this science-based program. A higher and verified English
proficiency score is essential.
o
Develop additional assessment methods for the program.
o
Develop additional online, 700-level classes to work toward an online degree in the nutrition
concentration to offer professionals easier access to a graduate education.
o
Continue to ask for additional 700-level classes for graduate students.
o
Recruitment goals

Maintain enrollment at 50 students who have the necessary qualifications to do well

Seek assistance to increase the number of graduate assistantships and scholarships

Facilitate more co-ops for food science and technology concentration students. Concentrate on
having students complete the requirements for graduation before participating in a co-op.
ATTACHMENTS-PLEASE INCLUDE ELECTRONIC LINKS
5.1 Submit any other information or documentation that may be helpful to the Planning and
Review Committee in reviewing the quality of the program including interpretation of data
from Institutional Research and PRC data.
5.2 Links of specific program information to be included:
Program plan sheets
Food Science and Technology Concentration
http://www.uwstout.edu/programs/msfns/upload/msfns_fst_pp-2.pdf
Human Nutritional Science Concentration
http://www.uwstout.edu/programs/msfns/upload/msfns_hns_pp-2.pdf
Food Packaging
http://www.uwstout.edu/programs/msfns/upload/msfns_fp_pp-2.pdf
20
Current assessment in the major (2011 that was submitted to provost is not posted by
provost, but 2010 is, link below). See the 2011 report as Appendix B.
http://www.uwstout.edu/admin/provost/upload/Assessment-in-the-Major-Graduate-Data.pdf
Individual program facts (Admission requirements)
http://www.uwstout.edu/programs/msfns/require.cfm
Current Program Advisory Committee
http://www.uwstout.edu/admin/provost/progcommittees.cfm
Other items requested by the consultant (none requested to this point)
21
Year
Submitted
2004-2005
HERH
423
Appendix A
LAB MODERNIZATION (Lab Mod)
Lab
Amount
Amount Awarded
Requested
Human Performance
$55,811
$55,811
2004-2005
HERH
230
Food Technology Lab
$60,940
$0
2004-2005
HERH
132
Food Packaging Lab
$118,500
$0
2005-2006
HERH
132 and AA129
Food Packaging
$104,241
$104,241
2005-2006
HERH
251/252
$21,500
2005-2006
HERH
413 or 423/427
Sensory Evaluation
Lab
Nutritional Counseling
Lab
$76,350
$0
2005-2006
HERH
230
Food Technology Lab
$99,240
$99,240
2005-2006
HERH
232,238,240,244
$15,150
$15,150
2005-2006
HERH
240
Food Science
Labs/Classrooms
Classroom
$17,680
$17,680
2006-2007
HERH
423
$28,804
$0
2006-2007
HERH
252
$35,000
$35,000
2007-2008
2007-2008
HERH
HERH
132
240
$45,000
$6,700
$6,700
Kjeldahl System
Video camcorders, tripods, VCR
2008-2009
HERH
230
Human Performance
Lab
Sensory Evaluation
Lab
Food Packaging Lab
Management of Food
Production
Food Technology Lab
Digital video units, projection unit, computer w/ dvd
player, vcr player, flat screen projection screen, wireless
ports, tables, chairs
Cabinets, instructor’s station, gas/elec. cook tops, floor tile,
ceiling tile, tv, vcr, counter cooktops, dishwasher,
refrigerator, freezer, sink, faucets, disposals
Electrical rewiring
Wireless computer ports, teaching unit, projection unit,
chairs, tables
Bone densitometer, table, computer, curtain screen,
hospital gowns
Computers, monitors, sensory evaluation software, chairs
$100,706
$0
2009-2010
HERH
240
$52,900
$0
2009-2010
HERH
132
Classroom/Counseling
Lab
Human Metabolism
and Food Production
Development lab
$292,307
$0
Building
Room
Equipment Requested
Metabolic cart, lactate analyzer, heart rate monitors, skin
calipers, hand grip dynamometer, trunk flex tester,
kinesiology video camera, sit-n-reach flexibility tester,
vertec vertical jump tester, precision scale, kettler spinning
bike, theradyne treadmill, hologic bone sonometer
Cabinets, instructor’s station, gas/elec. cook tops, floor tile,
ceiling tile, tv, vcr, counter cooktops, dishwasher,
refrigerator, freezer, sink, faucets, disposals
Water rate transmission, gas rate transmission, shelf life
testing, strength testing of packaging, work table, steel
carts, laptop, printer, analysis software
Mocon permatran and oxtran software and parts, varian
saturen 2100, kolpak indoor walk-in
7 computers, 1 server
License etc Apreso, HPLC, Kjeltec 2300, document camera,
extron box and cables, mixer, whiteboard, computer,
microphones, ro-tap shaker, vacuum oven, digestion block,
exhaust manifold
Smart board teaching unit, divider walls w/glass, ceilings
and lights, floor tile
HPLC, ultra centrifuge, supercritical CO2 extractor,
computers, printers, colormeter, DTTX multimode
detector, differential scanning calorimeter, rapid protein
analyzer
22
2010-2011
HERH
371
Food Science Lab
$109,864
$50,895
2010-2011
2011-2012
HERH
HERH
250/132
132
Pilot Plant
Food Science Lab
$91,089
$7,200
$0
$0
2011-2012
HERH
371
Food Science Lab
$53,896
$53,896
2011-2012
HERH
251/252
$
$0
2011-2012
HERH
232,238, 244
Sensory Evaluation
Lab
Food Science Labs
$17,987.27
$0
2012-2013
HERH
251/252
$9,230
$9,230
2012-2013
2012-2013
HERH
HERH
244/371
244
Sensory Evaluation
Lab
Food Science Labs
Food Science Lab
$3,598
$22,626
$0
$0
2012-2013
HERH
427
$7,320
$7,320
2013-2014
HERH
371
Nutritional
Assessment Lab
Food Science Lab
2013-2014
HERH
250
Pilot Plant
$39,403.50
$10,642.80
HPLC, protein analyzer, moisture analyzer, ro-tap, vacuum
oven, chemical cabinet
Pasteurizer/homogenizer
Brewing equipment, refurbish sink and plumbing, hose for
cleaning and draining
Protein analyzer, water activity/moisture content meter,
colorimeter, vacuum oven, pH-meter oakton, electrical
updates
Tile flooring
Washer and dryer, small equipment such as microwaves,
pans, blenders, peelers, etc.
HP Computers, HP LCD monitors, installation, tile flooring
pH meter, Fisher scientific accument excel XC 15
Brookfield rheometer with supporting instrument and
water bath
Prothombin analyzer, zinc protoporpyrin, HemoPoint H2
Photometer, test strips and additional supplies
AquaLab 4TE Dewpoint Moisture Analyzer with
Temperature Control
Pellet Durability Tester; Refrigeration Demonstrator;
Weather Tracker; Thermal Properties Analyzer; Colormeter
23
Appendix B
E. J. Lee - Equipment List for Food Analysis Lab (for 25-student size class)
Equipment name
Furniture
Ultra high speed
Centrifuge
Size
(price)
Chemical fume hoods
4
Lab tables
($ 15 K
/each)
4
Centrifuge body
(6L size)
1
($ 40 K)
Evaporator
Mini spray dryer
Texture analyzer
Evaporator
(To remove water and
solvent from food sample)
1
Mini spray dryer
1
(to make powder sample
from liquid sample)
($ 40 K)
(It is more sensitive
measurement of food
texture and common
method for food than
instron.)
1
($ 20 K)
($ 30 K)
24
Color meter
To measure food color
1
($ 7 K)
Ultra-water purifier
(for HPLC)
Freeze dryer
Ultra filtration
Kjeldahl
System
(to analyze protein
amounts)
To remove total organic
carbon (TOC), bacteria and
enzyme contamination
from water which will be
used in HPLC)
1
(To make powder sample
from liquid form without
heat treatment. And this is
large size freeze dryer.)
1
Ultra filtration
1
(To separate bio-active
compounds by molecular
size)
($ 10 K)
Kjeldahl digestion system
1
1st step: protein will be
digested by strong acid and
heat.
($ 20 K)
Kjeldahl titration system
1
2nd step: titrate using alkali
solution
($ 20K)
($ 5 K)
($ 30 K)
25
Micro-plate reader
(For immunoassay)
pH meters
To measure acid and
alkali degree
Gas Chromatography
GC/MS +FID detector
Purge and trap system
(Many of chemical hazard
analysis methods are used
immunoassay method such
like ELISA)
1
($ 15 K)
If lab class size is 25
4
students, it will be have 4-5
groups and each group
need pH meter
With Mass spectroscopy
(MS) detector + Flame
ionization detector (FID) +
auto sampler + computer
1
To analyze volatile organic
compounds connecting
with GC/MS
1
($ 100 K)
($ 50 K)
1. Auto sampler
2. Trap unit
3. Cryofocusing unit
LC/MS detector
Mass spectrometry detector 1
to connect with HPLC
($ 300 K)
Supercritical Fluid
Extractor
to extract various biofunctional compounds
1
($ 80 K)
Atomic absorption
(AA) spectroscopy
To measure minerals and
heavy metals from food
samples
1
26
Appendix C
Karunanithy Chinnadurai - List of equipment needed for the pilot plant/laboratory for teaching
food engineering, food processing, and food preservation given to dean upon hiring
(Items in gray requested through current year’s lab mod)
Name
Refrigeration unit
Thermal properties probe KD 2 Pro
Fluid flow/friction factor
Color meter CR 410
Pellet durability tester
Moisture meter
Pocket weather tracker Kestrel 4500
Oven and moisture cups
Ozone system OL80A
Ultrasound VCX 750
Sanitary pumps (centrifugal, lobe)
HTST lab unit
High pressure unit
Appr. Cost, $
22,700
3,000
12,000
10,300
2,500
1,000
825
3,500
7,600
5,000
TBD
TBD
$22,000
Source
Lab-volt/Carrier
Decagon Devices
National Lab
Minolta
Seedburo company
Seedburo company
Nielsen-Kellerman
Thermo Scientific
Ozonelab
Sonics
Alfa laval
Alfa laval
Parr Instruments
27
Appendix D
Assessment in the Major
2011 Annual Update
Program Director:
Program Name:
Date Submitted:
Department/College:
Carol Seaborn
Food and Nutritional Sciences
October 14, 2012 (Academic year 2011-2012)
Food and Nutrition Department, College of Education Health Human
Services
Introduction
The Assessment in the Major Report is organized to address the following numbered items.
1. Data Collection Methods and Number/Level of Students Involved
2. Data Analysis, Results/Sharing of Results and Discussion Correlated with Program
Objectives and How Results from Previous Assessments have been Used
3. Plans for Improvements Based on Results to Improve Learning in the Program
1. Data Collection Methods and Number/Level of Students Involved
 Research quality was inferred from information on completed research projects (n=29).
This number was an increase from 2011(n=14). In addition 10 students presented on
their research at UW-Stout Research Day in April 2012.
 The dietetic internship was evaluated by the pass rate on the registration examination of
the American Dietetic Association Commission on Dietetic Registration. Data is
provided on the pass rate for 2011. In 2011, seven individuals took the exam and seven
passed. An analysis of the five-year registration results is also included. Dietetic interns
are evaluated throughout the internship by means of self-evaluations, evaluations by the
internship director and preceptors at each site, and the portfolios that they develop (n=8
for 2011-2012).
2. Results & Discussion/Sharing of Results Correlated with Program Objectives and
How Results from Previous Assessments have been Used
What is the quality of the research of the graduate students in this program?
Completions of thesis papers were shared with the department in departmental minutes and
as handouts. The matrix below (Table 1) indicates the titles of the completed research papers
over the past year, whether the paper was a Plan A or Plan B and the topic area (Food
Science or Nutrition). Over the past year (August 2011, December 2011, May 2012, August
2012), 29 students have completed their research projects. During this time period 18 of the
papers submitted were Plan A’s and 11 were Plan B’s. Approximately 31% (n=9) of the
students completing the program were in the food science concentration and 69% (n=20)
were in the nutrition concentration. This compares to 2011 when approximately 36% (n=5)
of the students completing the program were in the food science concentration and 64%
(n=9) were in the nutritional science concentration. In the previous assessment report of 2010
only 10% were in the food science concentration. This was a concern; as the food science
students were not completing papers. However, this data over time indicates more food
28
science papers are slowly being completed. However, the large numbers of nutrition
concentration graduate students completing theses reflect the shifting enrollment into the
nutrition concentration.
Table 1.
Summary of Plan A and Plan B Research Completed in August 2011-August 2012
Title of Research Paper
The Effect of Various Combinations of Whole
Wheat Flour and Modified Food Starch and Whole
Wheat Flour and Wheat Flour on Freeze-ThawReheat Stability As Measured By Viscosity in
Roux-Gravy, S. Merritt
A Characterization of the Rheology of Raw Milk
Gouda Cheese, D. Vanevenhoven
An Evaluation of the Breastfeeding Peer
Counseling Program at the Chippewa County WIC
Clinic, J. Hilger
Determination of the Fruit Consumption and
Purchasing Habits in First-Year College Students
Participating in the University Dining Services
Program, E. Grimes
Program Manager’s Attitudes and Perceptions of
Nutrition in a Community-Based Home Setting,
N. Nelson
Using Nutrition Education Methods to Increase
Total Consumption of Naturally Gluten-free Grains
in the Diets of Individuals with Celiac Disease, S.
Herrick
Assessment of Nutritional Status in Endurance
Runners with Crohn’s Disease, M. Palmer
Effect of Potassium Chloride and Potassium-Based
Emulsifying Salts as a Salt (Sodium Chloride)
Replacer on the Chemical and Microbiological
Characteristics of Pasteurized Process Cheese, J.
Patel
The Correlation between Childhood Obesity and
Socioeconomic Status, M. Westlie
Children’s Nutritional Knowledge, Food Behavior,
and Food Preferences Before and After a Short
Intervention, A. Zahid
Sleep-Obesity Association among UW-Stout
College Students through Assessment of Weight
Status and Sleep and Breakfast Behaviors,
S. Dalton
Nutritional Content of Elementary School Lunches
Purchased at School or Packed at Home, T. Orr
Perceptions of Caffeine for Performance
Enhancement Among Endurance Athletes,
R. Price
Chair/
Advisor
Plan
A
Naveen
Chikthimmah
Naveen
Chikthimmah
Esther Fahm
Plan
B


Topic Area
Food
Food
Pkg
Science





Esther Fahm
Nutrition

Esther Fahm


Esther Fahm


Laura Knudsen

Eun Joo Lee

Ann Parsons




Ann Parsons


Ann Parsons


Kerry Peterson


Kerry Peterson


29
The Relationship Between Age, Gender, and
Hedonic Hunger, J. Ewoldt
Effect of Tempering and Other Processing
Treatments of the Anti-nutritional Factors and a
Canning Quality Attribute of Dark Red Kidney
Beans, N. Thapa
Evaluation of a Community Based Weight Loss
Program, Assessing Lifestyle Changes for
Effectiveness in Weight Loss, S. Fahey
From Bar Stool to Church Pew: A BMI Comparison
between Regular Bar and Religious Service
Attendees, B. Haugle
The Effects of Gluten and Dairy Intake on Multiple
Sclerosis Symptoms, S. Johnson
The Effect of Nutrition and Nutrition Education on
Alcohol Cravings, K. Kvist
Food Pantry Participants’ Perceptions of How
Transportation and Pantry Use Influences Food
Purchases, K. Butkus
Availability and Price of Low-fat Dairy, Fruits, and
Vegetables in Two Rural Counties in Northwestern
Wisconsin, K. Magnuson
Estimating Portion Sizes Based on the MyPlate
Graphic, E. Niles
Evaluation of the Effectiveness of a Meal Planning
Tool on Fruit and Vegetable Intake with Lowincome Adults in Rural North Central Wisconsin,
K. Olmstead
Comparing Conventional and Nutritional Therapies
in Children Diagnosed with Autism Spectrum
Disorders, H. Larson
Evaluating the Effect of Dietary Fiber
Arabinogalactan on the Rheological and Textural
Properties of Nonfat Set-type Yogurt, E. Sharma
Determination of Cadmium Uptake by Parsley,
B. Upadhyaya
Comparative Study of the Physicochemical
Properties of Low Fat Yogurt Fotified with
Different Chain Length Inulins and Partially
Hydrolyzed Guar Gum, R. Karki
Effect of Pumpkin Seed Oil Cake on the Textural
and Sensory Properties of White Wheat Bread,
K. Filbrandt
Comparison of Polyphenols and Fluoride Content in
Commercial Brands of Organic and Nonorganic
Green Tea, C. Belde
Totals
Kerry Peterson

Cynthia Rohrer



Carol Seaborn


Carol Seaborn


Carol Seaborn


Carol Seaborn


Carol Seaborn


Carol Seaborn


Carol Seaborn


Carol Seaborn


Carol Seaborn



Carol Seaborn

Ana M. Q.
VandeLinde
Hans Zoerb




Hans Zoerb


Hans Zoerb


18
11
0
9
Graduate student research has been published or presented at a variety of international, national and
regional events. These presentations are an indication of the quality of the research that is conducted by
students in the program. All the research presented went through a peer review process.
20
30
UW-Stout Research Day: Ten graduate students in the program gave presentations for the
2012 UW-Stout Research Day (Table 2). In 2011, the number was 10, and in 2010, the
number of presenters was 13.
Table 2.
UW-Stout Research Day 2012 Participation by Students in the MS in Food & Nutritional
Sciences Master’s Program (n=10)
Title
Student
Advisor
Rheology and Proteolysis of Unpasteurized
Gouda Cheese
Daniel Vanevenhoven
Naveen Chikthimmah
Hans Zoerb
Food Research: Harmony Valley Focus: Chicken
Pot Pie
Stephanie Merritt
Naveen Chikthimmah
Fruit Consumption and Purchasing Habits of
First-Year College Students
Emily Grimes
Esther Fahm
Nutritional Education Methods to Increase the
Consumption of Naturally Gluten-free Grains
Shannon Herrick
Esther Fahm
Program Managers’ Attitudes and Perceptions of
Nutrition in Community-Based Homes
Nicole Nelson
Esther Fahm
Nutritional Status of Endurance Runners with
Crohn’s Disease
Mary Palmer
Laura Knudsen
Effect of Feeding Flaxseed Mix on the Content
of Omega-3 Fatty Acids in Cheese Curd and
Cheese During Cheese Making Process and
Storage
Bimala Shrestha
Eun Joo Lee
Cynthia Rohrer
Effect of Antioxidants on the Rate of Photooxidation in Beer
Emily Leuer
Eun Joo Lee
Naveen Chikthimmah
Perceptions of Caffeine for Performance Among
Endurance Athletes
Rebecca Price
Kerry Peterson
Perceptions from Pantry Participants: How
Transportation and Pantries Influence Food
Purchases
Krysta Butkus
Carol Seaborn
Kat Lui
31
Is the dietetic internship continuing to be effective in preparing interns to become
registered dietitians?
A crucial piece of the program assessment is the pass rate for the national dietetic registration
examination. The new statistics were recently received from ADA’s Commission on Dietetic
Registration and the pass rate was 100% for 2012, 2011, and 2009. In 2008 the pass rate was
66.7%. Details on the five-year pass rate are presented in Table 3. No data is available on the
pass rate in 2007 as no student took the exam in this time period. Two students out of 26 did
not pass the registration examination on the first attempt during this five-year period making
the five-year pass rate 92.3%. When a student fails on the first attempt they are allowed to
repeat the examination at a later time. The student’s subsequent attempts do not affect the
institution’s pass rate. The accrediting agency considers 80% pass rate as very good.
Table 3.
Registration Examination for Dietitians: Five Year Summary Report from ADA’s
Commission on Dietetic Registration (2007-2011)
Test Year
2007
2008
2009
2010
2011
Total
Number taking exam
0
6
5
8
7
26
Number passing exam
0
4
5
8
7
24
The ADA also compares the exam scores from each institution to the national average. The
exam is further broken down into two major categories, nutrition and foodservice (Table 4).
In four of the reported years the mean score for UW-Stout was higher than the national
average. For four years UW-Stout’s score for the nutrition portion of the exam also exceeded
the national average. In previous assessment reports, UW-Stout interns had scored below the
national average on the foodservice domain. The trend was reversed from 2008-2010 and
was again slightly lower than the national average in 2011.
Table 4.
Registration Examination for Dietitians: Comparison of UW-Stout/National Average (20072011)
Test Year
2007
2008
2009
Stout
Natl.
Stout
Natl.
Stout
Natl.
Total Score
Mean
0.00
26.36
26.86
26.84
28.00
27.09
S.D.
0.00
4.45
3.18
3.90
2.76
3.85
Nutrition
Mean
0.00
15.35
16.00
15.79
17.20
15.97
S.D.
0.00
3.74
3.30
3.35
2.04
3.39
Foodservice
Mean
0.00
15.44
15.86
15.67
16.00
15.94
S.D.
0.00
4.11
4.91
3.79
3.35
3.74
32
2010
2011
Stout
Natl.
Stout
Natl.
28.38
27.26
28.29
27.56
2.74
3.79
2.37
3.89
17.00
16.14
17.14
16.33
3.57
3.32
2.42
3.41
17.63
16.04
16.14
16.42
2.69
3.67
2.03
3.84
The evaluation component as students complete the internship is very thorough. Internship
site preceptors and the internship director evaluate students. Students also complete selfevaluations at each site. For maintaining dietetic registration, the American Dietetic
Association has gone to a portfolio approach in the internship and students must develop a
portfolio during the internship. The portfolios indicate that students participate in a wide
variety of community service activities, clinical cases, and food service management
projects.
Some subject areas identified by the Program Advisory Committee for improvement have
involved management functions that include performing organizational planning, procuring
resources, coordinating services and managing marketing functions. Other areas to improve
include enteral and parenteral nutrition regimens and supervising customer satisfaction
systems for dietetic services.
Results from past assessments have resulted in numerous effects. Our department has
aggressively petitioned for laboratory modernization projects that include badly needed
equipment for our classrooms to improve instruction. We have put forth a Quality Foods
course (4 credits) to improve our instruction in the area of food safety and quality control and
this course will be taught this fall. Another course developed is also in the area of food
safety, Research Methodologies in Food Microbiology (3 credits). With a concerted effort
by newly hired food science faculty many theses were completed in this area, which was an
improvement over past years.
3. Plans for Improvements Based on Results to Improve Learning in the Program
Program Goals
 Our program has shifted in enrollment from the food science area into the nutrition
concentration. We will not be able to service this many students with needed classes or thesis
advisement without additional resources. In discussions with the dean this past year, the
program director was encouraged to limit enrollment to match available resources. Thus, the
program director has limited enrollment during this reporting year and will continue to do so.
Students with necessary background to do well in this heavily science-based program and to
complete the degree will be recruited.
 Put forth a program change that reflects recent changes in the dietetic internship to eliminate
the eight credits from enrolling in the internship that were possible toward the master’s degree.
This change has arisen due to the recent dietetic internship changes submitted to the
accreditation agency. Pre-selection will no longer be allowed and thus students entering the
dietetic internship will need to have completed their master’s degree; thus accepted internship
credits toward the master’s program is no longer appropriate.
33
 The program change will also need to allow a non-thesis option. The current graduation rate
of the Food and Nutritional Sciences is 18.5% (based on three-year graduation rate). See trend
below. Many students in both concentrations are taking more than three years to complete a
thesis. Students in the food concentration (both international and US citizens) are taking jobs
before completing and students in the nutrition concentration are accepting dietetic internships
and are not completing. A non-thesis option might provide an opportunity to improve
graduation rate.
Table 5.
Thesis Completion and Enrollment from 2004-2009
Program
2008-09
2007-08
2006-07
2005-06
2004-05
Food
Nutritional
Sciences
18.5%
27.3%
41.7%
56.0%
80.0%
Enrollment
68
52
31
20
20
 In the program change, the number of required courses must be increased in order to ensure
that a degree from the program is consistent in the knowledge provided and so that students do
not choose the easiest courses that would negatively reflect upon the reputation of earning a
master’s degree from our institution. This requirement may also ensure that enrollment size is
viable so that courses can be offered with sufficient enrollment without fear of cancellation
because of small numbers.
 The program change should also reflect a higher TOEFL score. Whereas now, the graduate
school has the requirements that include a bachelor’s degree, minimum GPA of 3.0 and if
English is a second language, an IELTS score of 6.5, or TOEFL: 70 [iBT (composite)], 523
(paper-based). Applicants with TOEFL scores under 79 [iBT (composite)], 550 (paper-based)
will be required to take at least one advanced level language course through UW-Stout’s ESL
program. All programs now have the minimum graduate admission standards including ours
which is reflected on the web site. I would like to make the admission requirements to be a
minimum IELTS score of 6.5, or TOEFL of 79 [iBT (composite)] and 550 (paper-based). The
Vocational Rehabilitation Department adopted these scores several years ago. Additionally,
the standards adopted by our program should reflect that a passing of ESL does not substitute
for the English proficiency exams (IELTS or TOEFL). Looking at present enrollment, the
higher score TOEFL would only have impacted one student and would impact eight students
admitted upon passing ESL (two of these recruited from ESL of other university programs
have gone on probation or have been asked to leave). The passing of ESL does not reflect
English proficiency that we need in this science-based program. A higher English proficiency
score is essential.
 Develop additional assessment methods for the program
34
Recruitment Goals
 Maintain enrollment at 50-60 students who have necessary qualifications to do well
 Seek assistance to increase the number of graduate assistantships and scholarships
 Facilitate more co-ops for Food Science and Technology Concentration students. Concentrate
on having the student completed the requirements for graduation before the co-op.