Central Washington University
Assessment of Student Learning
Department and Program Report
Please enter the appropriate information concerning your student learning assessment
activities for this year.
Academic Year of Report: ___2010-2011___ College: ________CEPS_____
Department __Nutrition, Exercise and health Sciences (NEHS)____________
Program: ___Bachelor of Science: Food Science and Nutrition (FSN) ______
1. What student learning outcomes were assessed this year, and why?
In answering this question, please identify the specific student learning outcomes you assessed
this year, reasons for assessing these outcomes, with the outcomes written in clear, measurable
terms, and note how the outcomes are linked to department, college and university mission and
goals.
The FSN program assessed the following student learning outcome (SLO): Program graduates will have
knowledge of effective communication techniques through a wide variety of mediums (group
presentations, individual counseling and education, media presentations, etc…). This outcome is
essential to all degrees and all specializations within the FSN program and is linked to Program Goal 1
“Students will demonstrate the knowledge, skills, and attitudes to be successful in their field” and College
Goal 1 “Provide for an outstanding academic and professional growth experience for all students at all
CWU locations.” This outcome is also linked to University Goal 1 “Maintain and strengthen an
outstanding academic and student life on the Ellensburg campus.”
Reasons for assessing student learning outcome 1.
Effective communication techniques are essential to the success of all individuals and especially
important for those who complete education programs with the intent of educating, managing, or
supervising other individuals. The FSN program was interested in reviewing how successful students
were in acquiring effective communication techniques through various curriculum classes and with
varying techniques.
2. How were they assessed?
In answering these questions, please concisely describe the specific methods used in assessing
student learning. Please also specify the population assessed, when the assessment took place,
and the standard of mastery (criterion) against which you will compare your assessment results. If
appropriate, please list survey or questionnaire response rate from total population.
A) What methods were used?
The SLO was assessed through NUTR 345 Developmental Nutrition, NUTR 347 Nutrition Education,
NUTR 348 Nutrition Interview, NUTR 440 Experimental Foods, NUTR 441 Nutrition and Aging, NUTR 433
Nutrition I, NUTR 444 Medical Nutrition Therapy II, and NUTR 446 Sports Nutrition and Weight Control.
Course grades and individual assignments that reflect various communication techniques were used to
complete the assessment.
B) Who was assessed?
Students in the classes designated above were assessed. Those students include upper level – both
junior and senior students. All students would be pre-majors, majors, or minors in Food Science and
Nutrition. Those students majoring in Food Science and Nutrition would include those in all three
specializations – Dietetics, Nutrition Science, and Foods and Nutrition.
C) When was it assessed?
Data for this assessment was collected over the 2010-2011 academic year, including all three quarters
(fall, winter, and spring) and summer quarter 2011.
3. What was learned?
In answering this question, please report results in specific qualitative or quantitative terms, with
the results linked to the outcomes you assessed, and compared to the standard of mastery
(criterion) you noted above. Please also include a concise interpretation or analysis of the results.
Table 1: Courses assessed for student learning outcome 1 and course grades:
Course title
Students
#
assessed
NUTR 345: Developmental
Nutrition
NUTR 347: Introduction to
Nutrition Education
NUTR 348: Nutrition Interview
69
% of Students
meeting
criterion - 70%
or better
100%
42
98%
67
98.5%
NUTR 440: Experimental Foods
38
100%
NUTR 441: Nutrition & Aging
65
97%
NUTR 433: Nutrition I
51
(Macronutrients)
NUTR 444: Medical Nutrition
38
Therapy II
NUTR 446:Sports Nutrition &
48
Weight Control
Academic year: Fall 2010 – Summer 2011
96%
92%
89%
W or I
0
(0%)
1
(2%)
1
(1.5%)
0
(0%)
1
(1.5%)
1
(2%)
3
(8%)
3
(6%)
Course Grades
# students (%)
Less
C- to
than CC+
0
3
(0%)
(4%)
0
0
(0%)
(0%)
1
4
(1.5%)
(6%)
0
1
(0%)
(3%)
1
3
(1.5%)
(5%)
1
14
(2%)
(27%)
0
0
(0%)
(0%)
2
4
(4%)
(8%)
B- to A
66
(96%)
41
(98%)
61
(91%)
37
(97%)
60
(92%)
35
(69%)
35
(92%)
39
(81%)
Assessment based on overall course grades shows a very high percent of students meeting the stated
criterion of mastery – a score of 70% or better. Across all selected courses, 89% or better of enrolled
students achieved a 70% or better score for course grade. Those receiving a score of less than 70%
were 4 % or less. The remaining students (0-6%) either withdrew from the class or received an
incomplete grade.
Table 2: Assignments assessed from select courses for student learning outcome 1.
Students
#
assessed
69
% of Students
meeting
criterion 70% or better
90%
NUTR 347: Reflective Paper
20
100%
NUTR 348: Mock InterviewWritten Self Critique and
Evaluation of Video (Individual
Counseling)
NUTR 440: Experimental FoodsResearch Report and Poster
NUTR 433: Critical Thinking
Paper – Research Design
Review and Critique
NUTR 441: Elder Assessment written report
NUTR 444: Case Study
67
97%
38
100%
51
92%
65
92.5%
38
92%
NUTR 446: Case Study
21
100%
Course number and selected
assignment
NUTR 345: Case Study
W or I
0
(0%)
0
(0%)
1
(1.5%)
Grades
Less
C- to
than CC+
7
15
(10%)
(22%)
0
0
(0%)
(0%)
1
4
(1.5%)
(6%)
B- to A
47
(68%)
20
(100%)
61
(91%)
0
(0%)
1
(2%)
0
(0%)
3
(6%)
3
(8%)
0
(0%)
35
(92%)
47
(92%)
1
(1.5%)
1
(3%)
0
(0%)
4
(6%)
0
(0%)
0
(0%)
12
(18.5%)
2
(5%)
0
(0%)
48
(74%)
35
(92%)
21
(100%)
Various assignments were selected to represent the variety of mediums (group presentations, individual
counseling and education, media presentations, etc…) used to assess student’s knowledge and
application of effective communication techniques. Those assignments included case studies, mock
interview with written self critique, reflective paper, critical thinking paper of research design review and
critique, elder assessment written report, and research report with poster.
The case study in NUTR 345 evaluated the students’ ability to determine nutrition related problems,
explain the cause of those problems, determine a plan to address the problem, and determine a means to
assess effectiveness of the plan. Ninety percent (90%) of students achieved the 70% criterion or higher
and 68% of students achieved 80% or higher.
The mock nutrition interview (NUTR 348) evaluated the students’ ability to apply motivational interviewing
skills and evaluate those skills. The assignment required the students to determine and ask appropriate
interview questions, assess client responses and respond appropriately, determine nutrition risk, develop
and deliver appropriate nutrition intervention, and analyze the video recording of the nutrition interview.
Ninety seven percent (97%) of students completed the assignment with a score of 70% or greater (the
criterion) and 91% of students achieved a score of 80% or better.
A critical thinking paper (NUTR 433) evaluated the student’s ability to critically review a research article
for objectives, results, and study design. Ninety two percent (92%) of students achieved the 70% or
better criterion score. Another 6% of students achieved a score of less than 70%.
An elder assessment written report evaluated the students’ ability to identify risk factors for elders
regarding nutrition and lifestyle, determine appropriate nutrition assessment parameters, analyze and
assess nutrition intake, and determine recommendations for improving nutrition and overall status. The
written report was assessed for reporting of appropriate assessment data with appropriate interpretation
of that data, organization, clarity of writing, and completeness of appropriate recommendations. About
ninety two percent (92.5%) of students completed the elder assessment with a score of 70% or better and
74% of students earned a score of 80% or better.
A case study in NUTR 446 evaluated the students’ ability to determine macronutrient and fluid
requirements for different types of athletes. Students demonstrated success related to the SLO based on
100% of students achieving a 70% or higher score.
4. What will the department or program do as a result of that information?
In answering this question, please note specific changes to your program as they affect student
learning, and as they are related to results from the assessment process. If no changes are
planned, please describe why no changes are needed. In addition, how will the department report
the results and changes to internal and external constituents (e.g., advisory groups, newsletters,
forums, etc.).
The program faculty is pleased with the demonstrated student ability to communicate as presented
through this assessment. Students meeting or exceeding the criterion ranged from 92% to 100% of
enrolled students in selected courses. Faculty will continue to assess this (#1) and other SLOs to gain
further information on success throughout course offerings. The survey of senior students prior to
graduation was not completed in 2011. The survey is planned for completion in May-June 2012 to
provide assessment of the graduating seniors.
5. What did the department or program do in response to last year’s assessment
information?
In answering this question, please describe any changes that have been made to improve student
learning based on previous assessment results. Please also discuss any changes you have made
to your assessment plan or assessment methods.
In response to prior assessment information and feedback, NUTR 440 (5 credits) has been changed to
NUTR 440 (3 credits) plus NUTR 445 (2 credits). Fall of 2012 will be the first implementation of
enrollment in NUTR 440 (fall course) and NUTR 445 (winter course). This change occurred in order to
provide more time (fall and winter rather than fall only) for students to prepare, implement, and complete
the experimental food research project resulting in a research manuscript and poster. NUTR 440 (now
NUTR 440 + 445) has served as the culminating class and project of the FSN program. All students
within the program, including all three specializations, are required to enroll in NUTR 440 and 445. SEOI
scores for the course have consistently indicated a high degree of intellectual challenge, a high degree of
effort to succeed, and a high degree of involvement with those scores substantially above the mean for
the department, college or university. FSN faculty and the course instructor felt it was appropriate and
beneficial to allow more time for completion of the course content. The involvement over two quarters
allows the same class content and effort to be spread over two quarters, reducing the intensity and time
commitment within a single quarter.
The FSN Advisory Board continues to be used for feedback and input on curriculum and program
assessment and changes. The Advisory Board meeting in April 2011 provided input and suggestions
related to NUTR 406 Peer Nutrition Education and NUTR 498 Community Nutrition Education. Further
input will be solicited from board members at the April 2012 meeting.
The program is continuing efforts to align program assessment SLOs with assessment requirements for
CADE (Commission on Accreditation of Dietetic Education) accreditation of the Didactic Program in
Dietetics. With further alignment, all data collected could be used for both and streamline the total
program assessment process and time commitment.
6. Questions or suggestions concerning Assessment of Student Learning at
Central Washington University:
None at this time.