Peralta Community College District
Annual Program Update Template 2010-2011
Each discipline will complete this form to update program reviews developed in 2009-2010. These will
be reviewed at the college level and then forwarded to the district-wide planning and budgeting
process. The information on this form is required for all resource requests – including faculty staffing
requests – for the 2011-12 budget year.
I.
II.
Overview
Date Submitted:
10/17/2010
Dean:
Tom Branca
BI Download:
10/07/2010
Dept. Chair:
Helenka Livingston
Discipline:
NUTR
Campus:
Merritt
Mission
The mission of the Dietetic Program is to prepare competent entry level Dietetic
Technicians & Dietetic Service Supervisors/Dietary Managers through education
and training that meets all professional standards and train students to display
superior customer service and collaborate with empathy in a diverse community.
Impact Nutrition and Wellness in the Community
Student Data
A. Enrollment
Fall 2008
Fall 2009
Fall 2010
Census Enrollment (duplicated)
379.0
433.0
434.0
Sections (master sections)
17.0
15.0
13.0
Total FTES
36.01
43.13
40.9
Total FTEF
2.48
2.39
2.08
FTES/FTEF
14.5
18.02
19.67
Enrolled
364.0
408.0
N/A
Retained
311.0
319.0
% Retained
85.0
78.0
N/A
N/A
364.0
260.0
71.0
53.0
14.0
408.0
270.0
66.0
89.0
21.0
B. Retention
C. Success
Total Graded
Success
% Success
Withdraw
% Withdraw
Page 1 of 24
N/A
N/A
N/A
N/A
N/A
III.
Faculty Data (ZZ assignments excluded)
Fall 2010
Contract FTEF
Hourly FTEF
Extra Service FTEF
Total FTEF
% Contract/Total
1.31
0.73
0.04
2.08
62.77
IV. Faculty Data Comparables F2010 (ZZ assignments excluded) (Z assignments excluded)
Contract FTEF
Hourly FTEF
Extra Service FTEF
Total FTEF
% Contract/Total
Alameda
Berkeley
Laney
Merritt
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
1.31
0.73
0.04
2.08
62.75
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V.
Qualitative Assessments
CTE and Vocational: Community and labor market
relevance. Present evidence of community need
based on Advisory Committee input, industry need
data, McIntyre Environmental Scan, McKinsey
Economic Report, licensure and job placement rates,
etc.
Graduates of our Dietary Manager (DM)/
Dietetic Service Supervisor (DSS) Program are
qualified to manager a food service operation in
a health care facility. Our program is approved
by the State of California under the Department
of Public Health and the National Dietary
Manager’s Association (DMA). This allows our
graduates to practice in California, where there
are specific State regulations regarding food
service operations in nursing facilities, but also
across the country in other states. The Title 22
California Code of Regulations (CCR) section
72351 requires the Dietetic Service Staff be
supervised by a registered dietitian or a full
time dietary service supervisor or Dietetic
Technician, Registered with oversight by the
registered dietitian.
Job trend data in the State of California as seen
below for the Dietetic Technician will see a
21.7% increase in the East Bay and an overall
growth of 14.8% increase for all of California in
employment through 2018
(http://www.labormarketinfo.edd.ca.gov/aspdot
net/SupportPage/AllOccPrj.aspx?soccode=292
051)
and the Food Service Mangers In California
there is a projected growth of 4.5% which
equates to 2,600 new jobs and 11,200
additional job openings due to replacements
totalling 13,800 jobs. In the East Bay Area
specifically the projections equal an increase of
4.3% or 170 jobs and with replacemetns totals
780 jobs. See data
http://www.labormarketinfo.edd.ca.gov/aspdotn
et/SupportPage/AllOccPrj.aspx?soccode=1190
51#. Salary information can be found at
www.bls.gov . Our graduates are qualified to
manage operations listed in this category.
NUTR Advisory Board (NAB) is a vital part of
the oversight of DM/DSS & DT Programs.
Input includes information on shortage of
Dietary Managers in Bay Area. Input this past
year included suggestions to improve national
DT registration and DM certification exam pass
rates by increasing units in Supervised
PracticeSeminars series course. As Food
Service Demo Lab is not yet constructed, more
instructional DVDs, hands on eqipment/
supplies and guest speakers who are experts
in the field are recommended as substitutes
until the lab is constructed. And we incorporate
information on "extreme customer service"
trend in healthcare today as suggested by the
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NAB.
Transfer and Basic Skills: Describe how your
course offerings address transfer, basic skills, and
program completion.
Four courses are transferrable to the university,
NUTR 1, NUTR 10, NUTR 12 & NUTR 25. It is
anticipated when the new science building is
completed that NUTR 31 (Food Production) will
be articulated and also become trasferrable as
we will have the proper laboratory facilities to
provide equitable coursework and skills
training. NUTR 10 is required by nursing
programs throughout the State. For Dietetics
BS CS majors both the transferrable NUTR 10
& NUTR 1 are required.
The NUTR series classes of NUTR
10,30,31,32, & 70A/71A are required for both
the Certificated DSS/DM Programs and the DT
Programs. NUTR 70/71B &C provided the
added supervised practice internship hours
required for the AS degree in Dietetic
Technology.
We have a Nutrition Advisory Board to which
NUTR reports program succes, changes and
needs including exam pass rates. Five year
data was discussed as Program Director
complete the Program Assessment Report
(PAR) for the Commission on Accreditation for
Dietetics Eduction (CADE). Five Year Summary
results show National Exam Registration Pass
rate as follows:
Pathway 1- Associates Degree: 70%
National Average: 55%
Pathway 2: BS Degree + Verification
Statement: 67% national Average: 65%
Goal from CADE is 80% pass rate and a
program improvement report submitted. Nutr
Advisory Board agreed that an increase in
classroom instruction in the NUTR 70 series is
recommeded. Additionally, the new scientce
building with the Food Service Demo Lab will
provide student with the much needed hands
on training. At this time, experts in the field are
utlized as guest speakers.
Enrollment in NUTR shows continued need
with consistent enrollment from Fall '08 to
Fall'09 of 433-434. Both retention and success
rate appear to have declined by 7% and may
be in part to the online course that we
substituted for the traditional classroom section.
Students inform tutors that they miss the
personal contact with the instructor in this
science based course.
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VI. Strategic Planning Goals
Check all that apply.
Describe how goal applies to your program.
Advance Student Access, Success & Equity
Engage our Communities & Partners
Build Programs of Distinction
Create a Culture of Innovation & Collaboration
Develop Resources to Advance & Sustain Mission
Providing training utilizing technology to
improve familiarity with processes used in the
industry as well as increasing computerized
testing pass rates. Increase course
instructional units in Supervised Pratice to allow
time to meet all SLOs.
There is a shortage or Dietary
Managers/Dietetic Service Supervisors in the
commuity and Merritt College is the ONLY
program in the Bay Area. Our Nutrition
Advisory Board is crucial in providing input for
our Program's Success. Our students must
complete between 150-450 hours of supervised
practice (internships) utilizing UNPAID
preceptors. Therefore, engaging partners in the
community is vital to establishing and keeping
sites for students to complete these internships
where they demonstrate applied learning.Also,
our program is needed to supply grads for
positions in the Bay Area.
Improving exam pass rates builds program
distinction. Utilizing excellent preceptors and
instructor in a goal. One of our main preceptors
was awarded the national "Outstanding
Preceptor Award" and one of our Program
Directors was nominated for the "Outstanding
Dietetic Educator Award".
Incorporating technology so that students are
able to utilize technology in workforce.
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VII. College Strategic Plan Relevance
Check all that apply
New program under development
Program that is integral to your college’s overall strategy
Program that is essential for transfer
Program that serves a community niche
Programs where student enrollment or success has been demonstrably affected by extraordinary
external factors, such as barriers due to housing, employment, childcare etc.
Other
VIII. Action Plan
Please describe your plan for responding to the above data. Consider curriculum,
pedagogy/instructional, scheduling, and marketing strategies. Also, please reference any cross district
collaboration with the same discipline at other Peralta colleges.
Include overall plans/goals and specific action steps.
1. Continue to provide input in contructing the Food Service Demo Lab in the new Science building to
provide studetns with the hands on training need in Food Service management.
2. Increase seminar courses units to increase class instruction to meet SLOs and better prepare students to
pass national and state exams.
3. Schedule late start dynamically loaded traditional classroom course vs online course to improve retention
rates
4. Advertisement with reproduction of brochure to increase pool of candidates for the DM/DSS and DT
programs
5. Development of web page
6. Incorporate technology into courses. Add more experiences to computerized exam taking to improve
student online test taking abilities
6. Utilize experts in the field as guest speakers (provide for stipends/payments)
7. Adequate release time for program directors to maintain program approvals and accreditation. Dietary
Manager program and Dietary Service Supervisor both will need program reapprovals in 2011.
8. Provide for tutoring and student retention, setting up lab courses
9. Instructional supplies are necessary for in class experiments, to augment learning with DVD’s and CDs,
10. Track students and graduates eliciting feedback to improve program
11. Faculty/DT Program Director to attend conferences/workshops for information vital to maintaining
continued accreditation and program approval, as well as teaching current information/trends for
programs of distinction.
12. Support program director/faculty visitation to supervised practice sites to engage partnerships Mileage
payment for site visitations.
13. Use chefs and industry experts, guest speakers &/or take field trips to train students until new food
science lab.
14. Classified help is needed for assistance maintenance of program sites,for new student
recruitment/advertising
Page 6 of 24
IX. Needs
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Please describe and prioritize any faculty, classified, and student assistant needs.
Provide tutoring services to improve retention rates, student's comprehension of material presented and
assist with lab/class set up.
Utilize experts in the field as guest speakers (provide for stipends/payments) & take students on field
trips
Adequate release time for program directors to maintain program approvals and accreditation. Dietary
Manager program and Dietary Service Supervisor both will need program reapprovals in 2011.PD
Instructional supplies are necessary for in class experiments, to augment learning with DVD’s and CDs,
and properly organize and track students and graduates.
Faculty/DT Program Director to attend conferences/workshops for continued accreditation, program
approval and new/innovative trends/ information in industry
Mileage payment for site visitations to engage partnerships in the community.
Classified help is needed for assistance maintenance of program sites, and for new student
recruitment/advertising
Please describe and prioritize any equipment, material, and supply needs.
1. Technological equipment needed to provide instruction in classrooms & Nutr Computer lab to improve
student online test taking abilities
2. Utilize experts in the field as guest speakers (provide for stipends/payments)
3. Instructional supplies are necessary for in class experiments, to augment learning with DVD’s and CDs.
4. Conferences/workshops registration fees for faculty/program directors.
5. Mileage reimbursement to support faculty/program directors to do on site visitations and evaluations for
supervised practice placement facilities
6. Update brochures to correctly depict programs at Merritt College.
7. General instructional supplies used in classrooms such as over head transparencies, bulbs, paper,
Scantrons, newly released guides, workbooks and text
8. Online Nutrition Care Manual subscriptions to use state of the art technology to reference medical
nutrition information
9. Program accreditation & program approval fees
Please describe and prioritize any facilities needs.
 Technological equipment needed to provide instruction in classrooms & Nutr Computer lab to improve
student online test taking abilities
 Food Service Demo Lab to adequately train students in the field of dietetics
Page 7 of 24
X.
Course SLOs and Assessment
Fall 2010
Number of active courses in your discipline
13
Number with SLOs
13
% SLOs/Active Courses
100
Number of courses with SLOs that have been assessed
4 (in PAR)
% Assessed/SLOs
31%
Describe types of assessment methods you are using
All Dietetic Technology Program Supervised Practice Courses (NUTR 70B, 70C, 71B & 71C) were
evaluated for PAR (Program Assessment Review) as mandated for the continuation of accreditation in 2009.
These used required criteria that were provided by CADE- the Commission on Accreditation for Dietetics
Education (national agency). All other active classes in Spring 2011 will completet the assessment of their
SLOs. Courses being evaluated in the Spring will use college procedures and processes. NUTR Dept.
meeting in January will inform all PT instructors on their role in this process.
Describe results of your SLO assessment progress

III. Assessment of Student Learning Outcomes for the NUTR 70/71B & C courses as directed by CADE
(Commission on Accreditation of Dietetics Education),
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• Data should be aggregated, reported and analyzed based on the assessment activities that
occurred during the previous five years as identified in the Student Learning Outcomes Assessment
Plan included in Appendix 2 of the PAR.
• For Learning Outcomes, actual outcomes (results) from the assessment process are to be
compared with the expected outcomes (from the Student Learning Outcomes Assessment Plan).
• For Learning Outcomes, the comparison of actual and expected outcomes should result in a
determination of whether the competencies/learning outcomes are being achieved or not.
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Use the following form to report results of assessment of Student Learning Outcomes if your plan was
based on the 2002 ERAS:
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1. Student Learning Outcome: The DT students in supervised practice will analyze normal and
therapeutic diets for nutritional adequacy and palatability [critical thinking].
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1. Assessment methods used and expected outcome
2.
Description of types of qualitative
and quantitative data collected to assess outcome, including response rate and when data was collected
3.
Summary of feedback and data collected over past five years
Students will receive a rating of moderately skilled (3 on a 4 point scale) on preceptor evaluations of DT
competency:
# 23. develop and /or modify recipes (perform)
Scores from preceptor evaluations, response rate,
100%
Over the past 5 years, the average rating for critical thinking through developing and
Page 8 of 24
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modifying recipes was 3.2. - Outcome met
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency:
#24. Supervise translation of nutrition into foods/menus for target populations Scores from preceptor
evaluations, response rate, 100% Translation of nutrition onto foods/menus for target populations was
3.2
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- Outcome met
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptor
evaluations of DT competency:
#25. Design menus as indicated by the patient’s/clients health status (perform)
Scores from
preceptor evaluations, response rate, 100% Over the past 5 years, the average rating for critical
thinking through designing menus was 3.4.
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- Outcome met
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency:
#26. Participate in applied sensory evaluation of food and nutrition products Scores from preceptor
evaluations, response rate, 100% Over the past 5 years, the average rating for critical thinking
through sensory evaluation of food and nutrition products was 3.2.
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- Outcome met
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency:
#27. Supervise procurement, distribution, and service within delivery system Scores from preceptor
evaluations, response rate, 100% Over the past 5 years, the average rating for critical thinking from
supervising procurement, distribution, and service within delivery system
was 3.4.
- Outcome met
Students will receive a rating of limited practice or better (2 on a 4 point scale) on preceptors’ evaluation
of DT competency:
#32 Assist with design and implementation of nutrition care plans as indicated by patient’s/clients health
status.
Scores from preceptor evaluations, response rate, 100% Over the past 5 years, the average
rating for critical thinking through designing and implementing NCP was 2.9. California State law BP
Code 2585 prohibits DTRs from directly developing NCPs which has been resolved in DTRs checking
with RD prior to developing the NCP. ADA has provided confusing messages to our preceptor RDs and
DTRs on their roles in NCP hence our program has decided that limited practice is appropriate for this
competency until the associations better supports the DT student’s role. Program Director has agreed to
post an article in the CDA bulletin about the DTR role in the NCP for the Fall hard copy issue.
- Outcome met
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency:
#33. Monitor patients’/clients’ food and/or nutrient intake (perform) Scores from preceptor evaluations,
response rate, 100%
Over the past 5 years, the average rating for critical thinking through
monitoring intakes was 3.2
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- Outcome met
Students will receive a rating of limited practice or better (2 on a 4 point scale) on preceptor evaluations
of DT competency:
#34. Participate in the selection, monitoring, and evaluation of standard enteral nutrition regimens i.e., in
Page 9 of 24
a medically stable patient to meet nutritional requirements where recommendations/adjustments involve
primarily macronutrients
Scores from preceptor evaluations, response rate, 100% Over the past 5
years, the average rating for critical thinking through participating in enteral nutrition was 2.9. Many of
our preceptors are adamant that this task belongs under the RDs purview and not the DTR. Thus an
awareness and limited practice is the level of expertise expected of our interns/students.
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- Outcome met
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency:
#39. Assist with assessment of the nutritional status of the population and/or community groups
Scores from preceptor evaluations, response rate, 100% Over the past 5 years, the average rating
for critical thinking through assisting with the assessment of nutritional status of a population or group
was 3.2.
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- Outcome met
Students will receive a rating of limited practice or better (2 on a 4 point scale) on preceptor evaluations
of DT competency:
#42 Participate in development and evaluation of community-based food and nutrition programs.
Scores from preceptor evaluations, response rate, 100% Over the past 5 years, the average rating
for critical thinking through development and evaluation of community based nutrition programs was 2.8.
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- Outcome met
Describe the comparison between Column 1 above and Column 3 above. Include all pertinent findings.
Include all pertinent findings.
Average ratings received by students exceeded the targets for each of the different aspects of using
critical thinking skills to analyze healthy and therapeutic diets for nutritional adequacy and palatability.
Some of our preceptor and Nutr Advisory Board believe that State law and common practice in
California place DT students learning expectations at a limited practice and awareness level as these
certain tasks would fall under purview of the RD yet are listed as mandatory learning outcomes by
CADE (such as #34 & 42).
Is the program achieving this learning outcome?
Yes
X
No
If program is not achieving this learning outcome, explain the process used to identify factors that might
have contributed to not achieving this outcome.
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2. Student Learning Outcome: The DT students in supervised practice will differentiate between
scientific, evidence-based nutrition information and nutrition fads [critical thinking].
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1.Assessment methods used and expected outcome 2.Description of types of qualitative and
quantitative data collected to assess outcome, including response rate and when data was collected
3.Summary of feedback and data collected over past five years
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency:
#2. Refer clients/patients to other dietetics professionals or disciplines when a situation is beyond one's
level of competence (perform).
Scores from preceptor evaluations, response rate, 100% Over the
past 5 years, the average rating for critical thinking through referring cases on to other dietetic
professionals or disciplines when beyond one’s level of competence or scope was 3.3.
- Outcome met
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
Page 10 of 24

evaluation of DT competency:
#11. Assist with development and review of educational materials for target population
Scores
from preceptor evaluations, response rate, 100%
Over the past 5 years, the average rating for critical
thinking through reviewing educational material 3.2.
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- Outcome met
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency:
#41. Participate in community-based or worksite health-promotion/disease-prevention programs
Scores from preceptor evaluations, response rate, 100% Over the past 5 years, the average rating
for critical thinking through participating in health promotion programs was 3.1.
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- Outcome met
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Describe the comparison between Column 1 above and Column 3 above. Include all pertinent findings.
Include all pertinent findings.
Average ratings received by students exceeded the targets for each of the different aspects of using
critical thinking skills by differentiating between scientific, evidence-based nutrition information and
nutrition fads. Instructors in Human nutrition course altered assignments to strengthen learning
experience in reviewing journal data.
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Is the program achieving this learning outcome?
Yes
X
No
If program is not achieving this learning outcome, explain the process used to identify factors that might
have contributed to not achieving this outcome.
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3. Student Learning Outcome: The DT students in supervised practice will perform accurate quantitative
calculations and analysis related to nutrition and dietetics [quantitative analysis].
1.Assessment methods used and expected outcome 2.Description of types of qualitative and
quantitative data collected to assess outcome, including response rate and when data was collected
3.Summary of feedback and data collected over past five years
Students will receive a rating of limited practice or better (2 on a 4 point scale) on preceptors’ evaluation
of DT competency
#16. Participate in development of departmental budget/ operating plan
Scores from preceptor evaluations, response rate, 100% Over the past 5 years, the average rating
for quantitative analysis through participating in development of a departmental budget/ operating plan
was 2.4. Our preceptors & facilities consider operating budgets as high confidential and rarely permit
anything more than an explanation or limited practice by the student/intern. - Outcome met
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency
#17. Collect and process financial data (perform)
Scores from preceptor evaluations, response rate,
100%
Over the past 5 years, the average rating for quantitative analysis through collecting and
processing financial data was 3.1.
- Outcome met
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency
#21. Supervise organizational unit including financial, human, physical, and material resources and
services
Scores from preceptor evaluations, response rate, 100% Over the past 5 years, the average
rating for quantitative analysis through supervising organizational units was 3.1.
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- Outcome met
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency
#22. Supervise production of food that meets nutritional guidelines, cost parameters, and consumer
acceptance.Scores from preceptor evaluations, response rate, 100% Over the past 5 years, the average
rating for quantitative analysis through supervising that production of food meets guidelines was 3.2.
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- Outcome met
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency
#31. Assist with nutritional assessment of individual patients/clients with complex medical conditions e.g.
renal disease, multi-system disease, organ failure, and trauma.
Scores from preceptor evaluations,
response rate, 100%
Over the past 5 years, the average rating for quantitative analysis through
calculating needs assisting with nutritional assessments was 3.1.
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-Outcome met
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Describe the comparison between Column 1 above and Column 3 above. Include all pertinent findings.
Include all pertinent findings.
Average ratings received by students exceeded the targets for each of the different aspects of
performing accurate quantitative calculations and analysis related to nutrition and dietetics [quantitative
analysis].
Is the program achieving this learning outcome?
Yes
X
No
Partial
If program is not achieving this learning outcome, explain the process used to identify factors that might
have contributed to not achieving this outcome.
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4. Student Learning Outcome: The DT students in supervised practice will interpret a nutritional problem
and determine appropriate medical nutrition therapy [problem solving].
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1.Assessment methods used and expected outcome 2.Description of types of qualitative and
quantitative data collected to assess outcome, including response rate and when data was collected
3.Summary of feedback and data collected over past five years
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency:
#7. Document nutrition screening assessments and interventions (perform) Scores from preceptor
evaluations, response rate, 100% Over the past 5 years, the average rating for problem solving
though documenting nutrition screening, assessments and interventions was 3.5.
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- Outcome met
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency:
#29. Perform nutrition screening of individual patients/ clients.
Scores from preceptor evaluations,
response rate, 100%
Over the past 5 years, the average rating for problem solving though
performing nutritional screenings was 3.6.
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- Outcome met
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency:
# 30. Assess nutrition status of individual patients/clients with health conditions addressed by
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promotion/disease prevention activities or uncomplicated instances of chronic diseases of the general
population, e.g. hypertension, obesity, diabetes, and biventricular disease (perform) Scores from
preceptor evaluations, response rate, 100% Over the past 5 years, the average rating for problem
solving though assessing nutritional status with uncomplicated chronic diseases or by addressing
disease prevention was 3.1.
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- Outcome met
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Students will receive a rating of limited practice skilled or better (2 on a 4 point scale) on preceptors’
evaluation of DT competency:
#34. Participate in the selection, monitoring, and evaluation of standard enteral nutrition regimens i.e., in
a medically stable patient to meet nutritional requirements where recommendations/adjustments involve
primarily macronutrients
Scores from preceptor evaluations, response rate, 100% Over the past 5
years, the average rating for problem solving though participating in selection, monitoring and evaluation
of enteral nutrition regimens was 2.9. Our preceptors and MCNAB strongly believe that in California this
function is under the purview of the RD and that limited practice and awareness is target outcome for
this skill. - Outcome met
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency:
# 35. Implement transition feeding plans (perform)
Scores from preceptor evaluations, response rate, 100% Over the past 5 years, the average rating
for problem solving though implementing transition feeding plans was 3.6. This was especially evident
when students worked with patients on dysphagia diets. - Outcome met
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency:
# 38. Conduct screening of the nutritional status of the population and/or community groups Scores
from preceptor evaluations, response rate, 100%
Over the past 5 years, the average rating for
problem solving though conducting nutritional screenings of populations was 2.9.
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- Outcome not met
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency:
# 41. Participate in community-based or worksite health-promotion/disease-prevention programs
Scores from preceptor evaluations, response rate, 100% Over the past 5 years, the average rating
for problem solving though participating in work-site or community health promotion programs was 3.1.
- Outcome met
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency:
# 43. Implement and maintain community-based food and nutrition programs (perform)
Scores
from preceptor evaluations, response rate, 100%
Over the past 5 years, the average rating for
problem solving though implementing and maintaining a community-based food/nutrition program was
3.0
- Outcome met
Describe the comparison between Column 1 above and Column 3 above. Include all pertinent findings.
Include all pertinent findings.
Average ratings received by students met or exceeded the targets for each of the different aspects of
performing accurate quantitative calculations and analysis related to nutrition and dietetics [problem
solving] for all SLOs except competency # 38 Conducting screening of the nutritional status of the
population and/or community groups.
Is the program achieving this learning outcome?
Yes
No
Partial - X
Page 13 of 24
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If program is not achieving this learning outcome, explain the process used to identify factors that might
have contributed to not achieving this outcome.
For competency # 38 Conducting screening of the nutritional status of the population and/or community
groups. Our students usually start their rotations at a WIC site where they complete this skill. Students
are new to the DT program and just studying their in-depth learning on communities/ populations and
how to best screen them. Five additional worksheets were developed in Spring 2009 with case studies
to provide them with hands on learning experiences early in the semester prior to completing their WIC
rotation as we identified this area needing more attention prior to producing this PAR.
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5. Student Learning Outcome: 6. Student Learning Outcome: The DT students in supervised practice
will communicate with staff and clients in a professional and culturally sensitive manner [diversity and
multiculturalism].
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1.Assessment methods used and expected outcome 2.Description of types of qualitative and
quantitative data collected to assess outcome, including response rate and when data was collected
3.Summary of feedback and data collected over past five years
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency:
#8. Provide dietetics education in supervised practice settings
Scores from preceptor evaluations,
response rate, 100%
Over the past 5 years, the average rating for communicating in a
professional and culturally sensitive manner through providing dietetics education was 2.9
- Outcome not met
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency:
#9. Educate patient/clients in disease prevention and health promotion/and medical nutrition therapy for
uncomplicated instances of common conditions e.g., hypertension, obesity, diabetes, & diverticular
disease (perform) Scores from preceptor evaluations, response rate, 100% Over the past 5 years, the
average rating for communicating in a professional and culturally sensitive manner through educating
patients on uncomplicated instances of common conditions was 3.2
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- Outcome met
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency:
#10. Conduct education and training for target groups
Scores from preceptor evaluations, response rate, 100% Over the past 5 years, the average rating
for communicating in a professional and culturally sensitive manner through conducting training for
target groups was 2.9
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- Outcome not met
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Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency:
#18. Assist with marketing functions Scores from preceptor evaluations, response rate, 100% Over the
past 5 years, the average rating for communicating in a professional and culturally sensitive manner
through assisting with marketing functions was 3.1 - Outcome met
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency
#19. Participate in human resources functions
Scores from preceptor evaluations, response rate,
100%
Over the past 5 years, the average rating for communicating in a professional and culturally
sensitive manner through participating with HR functions was 2.9
Page 14 of 24
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- Outcome not met
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency:
#36. Participate in interdisciplinary team conferences to discuss patient/client treatment and discharge
planning
Scores from preceptor evaluations, response rate, 100% Over the past 5 years, the average
rating for communicating in a professional and culturally sensitive manner through interdisciplinary team
participation was 3.1
- Outcome met
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency:
#37. Refer patients/clients to appropriate community services for general health, nutrition needs and to
other primary care providers as appropriate (perform)
Scores from preceptor evaluations,
response rate, 100%
Over the past 5 years, the average rating for communicating in a
professional and culturally sensitive manner through referring patients to other resources in the
community was 2.9
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- Outcome not met
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency:
#40.Participate in nutrition care for people of diverse cultures and religions across the lifespan-from
infancy through geriatrics Scores from preceptor evaluations, response rate, 100% Over the past 5
years, the average rating for communicating in a professional and culturally sensitive manner through
providing nutrition care of people in diverse cultures and religion was 3.3
- Outcome met
Describe the comparison between Column 1 above and Column 3 above. Include all pertinent findings.
Include all pertinent findings.
Average ratings received by students met or exceeded the targets for each of the different aspects of
communicating in a professional and culturally sensitive fashion for all SLOs except competency #8,
#10, #19, & #37.
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Is the program achieving this learning outcome?
Yes
No
Partially -X
If program is not achieving this learning outcome, explain the process used to identify factors that might
have contributed to not achieving this outcome.
Students, especially if English is their second language, appear to be very shy and inexperience in
providing educational classes to groups or individuals. To improve student skill levels additional
assignments requiring organization of material/information and presentation experience in the classroom
setting was increased (Fall 2008) and addressed early in the program in the second class meeting.
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6. Student Learning Outcome: 6. Student Learning Outcome: The DT students in supervised practice
will use the latest appropriate computer technology in the provision of nutrition services [use computer
technology effectively].
1.Assessment methods used and expected outcome 2.Description of types of qualitative and
quantitative data collected to assess outcome, including response rate and when data was collected
3.Summary of feedback and data collected over past five years
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Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency:
#6. Use current technologies for information & communication activities (perform)
Scores from
preceptor evaluations, response rate, 100% Over the past 5 years, the average rating for use of current
Page 15 of 24
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technologies was 3.4. Screening for computer literacy continues as preceptors prefer students who
have quick keyboarding skills.
- Outcome met
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency:
#20. Participate in facility management including equipment selection and design/redesign of work units.
Scores from preceptor evaluations, response rate, 100% Over the past 5 years, the average rating
for utilizing technology in equipment selection or design was 3.1
- Outcome met
Students will receive a rating of limited skilled or better (2 on a 4 point scale) on preceptors’ evaluation
of DT competency
#44. Participate in coding and billing of dietetics/nutrition services to submit for reimbursement from
public or private insurers
Scores from preceptor evaluations, response rate, 100% Over the past 5
years, the average rating for quantitative analysis through participating in coding and billing of dietetic
services was 2.8. Many of the hospitals, facilities, and agencies do not bill or code for nutritional
services or will not allow a student to enter charges and therefore limited practice is the skill level that
appears to be adequate to expose students until they are required to do so within their own
employment.
- Outcome met
Describe the comparison between Column 1 above and Column 3 above. Include all pertinent findings.
Include all pertinent findings.
Average ratings received by students met or exceeded the targets for using current and appropriate
technology.
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

Is the program achieving this learning outcome?
Yes
X
No
If program is not achieving this learning outcome, explain the process used to identify factors that might
have contributed to not achieving this outcome.
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7. Student Learning Outcome: The DT students in supervised practice will synthesize the knowledge
and skills to pass national exams (at 80% rate for DT’s) [critical thinking].
1.Assessment methods used and expected outcome 2.Description of types of qualitative and
quantitative data collected to assess outcome, including response rate and when data was collected
3.Summary of feedback and data collected over past five years
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency:
#12. Apply new knowledge or skills to practice (perform)
Scores from preceptor evaluations,
response rate, 100%
Over the past 5 years, the average rating for synthesizing knowledge and
skills to pass national exams through applying new knowledge was 3.2 - Outcome met
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency:
#13. Participate in quality improvement, including systems and customer satisfaction, for dietetics
service and/or practice
Scores from preceptor evaluations, response rate, 100% Over the past 5
years, the average rating for synthesizing knowledge and skills to pass national exams through
participating in QI
was 3.4
- Outcome met
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Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
Page 16 of 24
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evaluation of DT competency:
#14. Participate in development and measurement of outcomes for food and nutrition services and
practice
Scores from preceptor evaluations, response rate, 100% Over the past 5 years, the average
rating for synthesizing knowledge and skills to pass national exams through development and
measurement of outcomes 2.9
- Outcome not met
Students will receive a rating of limited practice or better (2 on a 4 point scale) on preceptors’ evaluation
of DT competency:
#15. Participate in organizational change and planning and goal setting processes
.
Scores from preceptor evaluations, response rate, 100% Over the past 5 years, the average rating
for synthesizing knowledge and skills to pass national exams through participating through
organizational change and goal setting was 2.9. In general, the MCNAB believes it takes a supervisor/
director quite some time to formula organizational change thus awareness of this process is the
expected target level. Outcome met
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency:
#28. Supervise safety and sanitation issues Scores from preceptor evaluations, response rate, 100%
Over the past 5 years, the average rating for synthesizing knowledge and skills to pass national
exams through applying concepts with safety and sanitation 3.4 - Outcome met
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Describe the comparison between Column 1 above and Column 3 above. Include all pertinent findings.
Include all pertinent findings.
Average ratings received by students met or exceeded the targets for each of the different aspects to
synthesize knowledge and skills to pass the registration exam except for competency # 14 on outcome
measurements which scored 2.9 and target was 3.0.
Is the program achieving this learning outcome?
Yes
No
Partially- X
If program is not achieving this learning outcome, explain the process used to identify factors that might
have contributed to not achieving this outcome.
Specifically identifying where students are exposed to Quality Improvement and honing in on
terminology with measurements and outcomes was needed to strengthen student’s skills in this area.
New plans to review the information on QI again in Supervised Practice Seminar Courses (Fall 2009).
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8. Student Learning Outcome: The DT students in supervised practice will maintain Code of Ethics
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1.Assessment methods used and expected outcome 2.Description of types of qualitative and
quantitative data collected to assess outcome, including response rate and when data was collected
3.Summary of feedback and data collected over past five years
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency:
#1. Perform in accordance with the Code of Ethics for the Profession of Dietetics
Scores from
preceptor evaluations, response rate, 100% Over the past 5 years, the average rating for abiding by the
Code of Ethics was 3.2
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- Outcome met
Students will receive a rating of moderately skilled or better (3 on a 4 point scale) on preceptors’
evaluation of DT competency:
#3. Participate in professional activities
Scores from preceptor evaluations, response rate, 100%
Over the past 5 years, the average rating for abiding by the Code of Ethics through participating in
Page 17 of 24
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professional activities was 3.0
- Outcome met
Students will receive a rating of limited practice or better (2 on a 4 point scale) on preceptors’ evaluation
of DT competency:
#4. Perform self-assessment, prepare a portfolio for professional development, and participate in lifelong
learning activities Scores from preceptor evaluations, response rate, 100% Over the past 5 years, the
average rating for abiding by the Code of Ethics self assessment and participating in life-long learning
was 2.8. Students are transitioning from formalized structured learning to planning their own learning
activities and limited practice is target.
- Outcome met
Students will receive a rating of limited practice or better (2 on a 4 point scale) on preceptors’ evaluation
of DT competency:
#5. Participate in legislative and public policy processes as they affect food, food security, nutrition and
health care Scores from preceptor evaluations, response rate, 100% Over the past 5 years, the average
rating for abiding by the Code of Ethics through serving the community by participating in public policy
was 2.9.
- Outcome met
Describe the comparison between Column 1 above and Column 3 above. Include all pertinent findings.
Include all pertinent findings.
Average ratings received by students met or exceeded the targets for each of the different aspects of
maintaining the Code of Ethics in the profession.
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Is the program achieving this learning outcome?
Yes
X
No
If program is not achieving this learning outcome, explain the process used to identify factors that might
have contributed to not achieving this outcome.
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e
Page 18 of 24
XI. Program Learning Outcomes and Assessment
Fall 2010
Number of degrees and certificates in your discipline
32 (last academic year)
Number with Program Learning Outcomes
both
Number assessed
one
% Assessed
50%
Describe assessment methods you are using
Nutrition Advisory Board established program goals at the inception of the program in 2001. Goals are
reassessed and revised every five years. Vested participants including students, preceptors and
employers are surveyed either annually or biannually for input. Results are tabulated and discussed at
Advisory Board Meetings. Evaluation of data is comprehensive including above and with the addition of
faculty input short term and long term goals are developed. Reassessment is then done the following
year.
Describe results of assessment

Assessment of Dietetic Technology Program Goals
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• The data reported and analyzed is based on the assessment activities that occurred during the
previous five years as identified in the Program Assessment Plan included in Appendix 1 of the PAR.
• For each program goal, results from the assessment process (Column 3) are to be compared with
the target outcome measures from the Program Assessment Plan (Column 1). For each program goal,
the comparison of actual results and target outcome measures must be used to determine whether the
goal has been achieved or has not been achieved.
• Actions taken and strategies planned to maintain or improve goal achievement will be reported in
Section V. Results of Program Assessment Process under Resources and in Section VI. Program
Management Plan, as appropriate.
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Program Goal #1: The Program will prepare its graduates to be readily employed in nutrition and
dietetics or a related field; or to continue their education at a higher level.
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1. Outcome measure(s) to assess achievement of this goal (include target measure) 2. Description of
types of qualitative and quantitative data collected to assess outcome measure including response rate
and when data was collected
3. Summary of results of feedback and data collected over past five
years
1. Within 1 year of completing the program, at least 80% of graduates will be employed in a dietetics
related field or be enrolled in a higher education program. The Program will survey graduates after 1
year.
Surveys were sent to all graduates by mail and then switched to an electronic version in
2007. Response rate was 88% which translates into 35 of the 40 grads providing us with feedback.
75% of graduates who sought employment within one year of completing the program were
employed in dietetics-related employment.
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Outcome not met
Page 19 of 24
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2. An evaluation of knowledge, skills, and competence by employers of program graduates at one and
two years post graduation will show a mean rating of satisfactory or above. The Program will request
that graduates provide their employers with the survey.
Program Director surveys employers.
Names of director supervisor are provided by grad due to confidentiality concerns. Electronic surveys
replaced paper surveys in 2007. Students provide us with email addresses of their supervisor.
17
employers responded with an overall rating of 4.22.
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Outcome was met.
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3. One hundred percent of graduates will participate in an exit interview, where evidence of completion
of all competencies and evaluation by preceptors is presented in portfolio format
Program
completion data compiled by the Program Director 100% of students participated in an exit interview
and have documentation that all competencies were completed and that they were evaluated by
preceptors. Data is filed in each student’s individual file.
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Outcome was met.
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Describe the comparison between Column 1 above and Column 3 above. Include all pertinent findings.
Goal #1:
1. Outcome A goal was 80% and was not met as it just below goal at 75%.
2. Outcome B goal of satisfactory or above is a 3.0 on the Leichert Scale used in the survey and
outcome was 4.22 which met target.
3. Outcome C goal of 100% was met as processes are established which make the Exit Interview
mandatory.
Is the program achieving this goal? Yes No
Partially met- X
Yes - for Outcome 2 & 3 and No - for Outcome 1
If program is not achieving goal, explain the process used to identify factors that might have contributed
to not achieving this goal.
•
Measurement of employment although close at 75% did not meet outcome goal of 80%. Times
have been very difficult for the DTR. First with ADA considering no longer supporting the DT registration
process caused many employers and students to loose faith in not only the process but also the
program. Employers questioned the worth of hiring a DTR if their own association would not even
support them.
• Secondly, in the State of California there has been confusion over what tasks can a DTR do legally
with our State Business and Professions law. Although, I have written and article for the CDA Bulletin
clarifying commonly asked questions on this topic, many RDs are not members of ADA/CDA and did not
receive the publication. And lastly, with the new NCP- DTRs role was not presented as favorable
coupled with the State law continues to confuse employers regarding the value of hiring the DTR.
Considering all this, we believe the 75% hire rate within the one year post graduation as excellent. Our
faculty continues to be vocal on the value of employing the DTR and working with both the State and
national associations. In fact the Program Director was elected as Delegate to CDA to represent the Bay
Area in California which will also include the needs of the DTR. ADA has now embraced advocating for
the DTR and it is my impression that the job market for the DTR should turn around and employment
numbers increase and we will continue to track those who decide to continue on to higher education as
this is integrating career laddering which ADA has been advocating for.
• Additionally, we have developed a unit on preparing grads with strategies for seeking employment
that is presented in the Exit Interview it includes a worksheets on “How to Get a Job” and Internet job
resources.
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Page 20 of 24
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Program Goal #2: The Program will provide the encouragement and support necessary to increase the
number of students who graduate.
1. Outcome measure(s) to assess achievement of this goal (include target measure) 2. Description of
types of qualitative and quantitative data collected to assess outcome measure including response rate
and when data was collected
3. Summary of results of feedback and data collected over past five
years
1. The number of students who complete the program will increase by 50% after 1 year and by 20%
after 2 years. Program Director will record and track participants from the time they enroll in Supervised
Practice, Level 2, until the verification statement is issued
Demographic data compiled by the
Program Director Overall five year growth has been a 63% increase although numbers from year to
year varied significantly. This outcome measure was revised as it no longer is a valuable measurement.
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Outcome was met.
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2. The first time pass rate of graduates on the DTR exam will be 80% or greater. The actual rate will be
provided to the Program Director by ADA/CDR.
Results from ACT annual report & & CADE, five year summary report; 100% response rate.
The 5 year average is 69%. Twenty-five students sat the exam as first time test takes and 17
passed. An overall increase in pass rate is seen from 67% in 2004 to 80% in 2008.
Outcome not met.
3. At least 80% of all graduates will sit for the DTR exam within 1 year. The actual number of first time
examinees will be reported to the Program Director who will compare to the number of verification
statements issued. A question regarding exam attempt and reasons for not attempting will be included
on The Graduate Survey. Data compiled by Program Director from annual survey and direct follow up.
A total of 30 students qualified to take the exam and were not enrolled in higher education. Twenty
four sat the exam within 1 year or 80%.
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Outcome was met.
4. The Survey of Current DT Students will show a mean of at least 4.0 on a 5.0 Leichert Scale response
to questions regarding the level of support and encouragement they have received from program
faculty. The survey will be administered twice a year. Data compiled by the Program Director from
Current Student Surveyed each Semester (Spring & Fall)
A total of 79 students (levels A, B & C)
returned anonymous surveys with an average mean score of 4.6.
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Outcome met.
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Describe the comparison between Column 1 above and Column 3 above. Include all pertinent findings.
1. Outcome measure met goal growth with a 63% increase over 5 years; revisions to goal were
recommended from MCNAB to better measure growth.
2. Goal for first time pass rate was 80% and outcome fell short at 69%. Goal was not met.
3. Goal for A was 80% and was met exactly at 80%.
4. Goal of 4.0 was assigned to measure student satisfaction of support given throughout program was
mean score of 4.6 met goal.
Is the program achieving this goal? YesNoPartially met:
Yes-for Outcome #1, 3 &4 and No- for Outcome #2
If program is not achieving goal, explain the process used to identify factors that might have contributed
to not achieving this goal.
#2 - First time pass rate was not met and a Pass Rate Improvement Plan was completed (see Appendix
4)
Page 21 of 24
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Program Goal: # 3: The program will prepare its graduates for active participation in the profession as
leaders, mentors, and preceptors.
.
1.Outcome measure(s) to assess achievement of
this goal (include target measure) 2.
Description of types of qualitative and quantitative data
collected to assess outcome measure including response rate and when data was collected 3.
Summary of results of feedback and data collected over past five years
1. The following rate of professional activity will be reported by program graduates when they are
surveyed at one and two years post graduation:
a. Participation in a professional organization – 25% at year one and 50% at year two
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b. Mentorship & preceptor ship:
-10% at year one and 25% at year two
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c. Leadership in a professional organization
– 0% at year one and 10% at year two Data collected from graduate surveys and program director
student placement/preceptor grid
44 grad responses showed:
a. 5 year average of grad participation rate 63% - Outcome met
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b. 5 year average of 43% of grads are mentors or preceptors
-Outcome met
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c. No one took a leadership role in an association (zero)
- Goal not met and apparently unrealistic

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Outcome partially met
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Describe the comparison between Column 1 above and Column 3 above. Include all pertinent findings.
a. Students who responded to the graduate survey are participating as new members in associations
with a 5 year measure of 63% which met goal of 25 & 50%. It is very difficult to separate out the one
year and two year grads on the electronic survey as my goal is to keep it simple to foster continued
participation in returning survey in the future. Students participated in professional associations on
various levels including districts such as BADA (Bay Area) and DVDA (Diablo Valley), State – CDA and
national associations such as ADA and DMA. We have rewritten outcome measure to not differentiate
between first and second year.
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
b. Outcome showed 43% of grads are mentors or preceptors which met our goal of 10-25%. Most
students were aware of the need for mentoring or becoming preceptors to reciprocate the opportunity
that was given to them. Also, many of the DT grads hired, work in facilities that are already Supervised
Practice sites. This automatically makes them a mentor when the new class of students rotate into their
facility.
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c. Zero percent or not one first and second year graduate took on a leadership role in a professional
association.
Is the program achieving this goal? Yes –X for
1a & 1b
No-X for 1c
If program is not achieving goal, explain the process used to identify factors that might have contributed
Page 22 of 24

to not achieving this goal.
1. C. This outcome was not met and was deemed to be unrealistic by the Nutrition Advisory Board. Not
one grad took a leadership position in a professional association. The Board noted that it is difficult to
get seasoned RDs and DTRs to take on a leadership position in the association and this outcome
should no longer be an assessment of our program success. Outcome measures for this goal are
revised with the 2008 ERAS. See Appendix 3A
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Program Goal 4: The program will develop practitioners who are responsive to community needs and
who have the ability to collaborate in a diverse environment.

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1.Outcome measure(s) to assess achievement of
this goal (include target measure) 2. Description of types of qualitative and quantitative data collected
to assess outcome measure including response rate and when data was collected 3.Summary of
results of feedback and data collected over past five years
A. Preceptors will be asked to rate program students regarding their cultural competence and ability to
function as part of a diverse team. The target will be a mean of 3.5 on a Leichert Scale of 1-5. Data
collected from annual surveys sent to Preceptors. Conversion to electronic survey (Monkey Survey) in
2007 increased response rate by 55%.
33 preceptor responses received with a five year average
mean score of 4.2 which exceeded target of 3.5 on a Leichert Scale.
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Outcome met
B. Graduates (at one year and two years) will be asked to provide their employer with the survey
described in #1 above. The target will be a mean of 4.0 on a scale of 1-5.
Data collected from annual surveys sent to Employers after names of supervisors were provided by
grad due to confidentiality concerns. Starting in 2007 grads provided email addresses and surveys were
sent electronically (Monkey Survey).
17 employers responded with a 5 year outcome measure of
4.4.


Outcome met






Describe the comparison between Column 1 above and Column 3 above. Include all pertinent findings.
A. Preceptors rated students at a level of 4.2 on a Leichert Scale as responsive to community needs
who have the ability to collaborate in a diverse environment which met target outcome goal 3.5.
B. Employers rated graduates on cultural competence and able to work collaboratively in a diverse
environment at a level of 4.4 which met target
of 4.0.



Is the program achieving this goal? Yes - X
No
If program is not achieving goal, explain the process used to identify factors that might have contributed
to not achieving this goal.




.
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