Nutrition Education
- Mission Statment
The ENS department mission statement found online (https://weber.edu/ens/about.html): The Department of Exercise and Nutrition Sciences (ENS) supports and enhances the mission of the University through learning, access, and community partnerships in exercise and nutrition sciences. We provide effective instruction, exploratory research, and engaged service to prepare exercise, fitness, and nutrition professionals for the workforce and graduate studies and to promote optimal health, human performance, and overall well-being.
The Nutrition Education program mission statement: The Nutrition Education program has the dual purposes of preparing students for graduate study in nutrition or a related field and/or for employment through collaborative program efforts (integrated academic programs and institutional entities with varied course delivery methods and high impact practices) to ensure timely degree completion. The Sport's Nutrition Educator graduate will be prepared to enter a coordinated masters program to become a Registered Dietitian Nutritionist (RDN) and will have demonstrated competence and knowledge in chemistry, anatomy, physiology, diet analysis and design, sports and fitness nutrition, diet therapy, nutrition assessment, life cycle nutrition, advanced nutrition and human metabolism, research, and related exercise science topics with cultural application and sensitivity for individuals and athletes. The Integrative Nutrition Educator graduate will support the health and wellbeing of individuals and groups and have demonstrated competence and knowledge in diet analysis and design, life cycle nutrition, fitness nutrition, sustainable cooking, and related exercise science, health, child and family studies, botany, microbiology, physical education, recreation, and/or psychology topics with cultural application and sensitivity. Students will achieve the programs well-defined learning outcomes (based largely off the Society of Nutrition Education and Behavior’s competencies) and through community service and/or directed research will promote wellbeing and add to the nutrition science knowledge base.
- Student Learning Outcomes
- Certificate (Not Applicable)
- Associate Degree (Not Applicable)
- Bachelor Degree
Concepts: Students completing the Bachelor of Science in Nutrition Education will have:
- A. Knowledge & Skills to solve nutrition and health related problems.
- B. Integrated & Applied Expertise to educate and communicate for optimal health promotion and human performance.
- C. Personal and Community Responsibility to optimize healthful behaviors of individuals, families, and/or communities through the life cycle with networking, resources, and. Support.
- D. High Impact Experiences from assimilating or engaging in research, group projects, senior capstone work, and/or community-based fieldwork.
Competencies: Students completing the Nutrition Education programs will master nutrition concepts in:- 1. Diet Analysis & Design by performing accurate diet analysis and design according to dietary guidelines for Americans, for health, fitness, and/or sport performance and with comprehensive evaluation, interpretation, and application.
- 2. Nutrient Needs & Functions by gender and activity level for various age groups and health conditions using healthy and sustainable food preparation methods.
- 3. Nutrition Issues & Assessment across cultures and the lifespan, for fitness and sport performance, in culinary science, and for the prevention and treatment of various medical conditions.
- 4. Human Structure and Function by understanding how nutrition intersects with living and nonliving hierarchies within the human body.
1. Sports nutrition graduates will have more emphasis in learning outcomes 3 and 4.2. The Nutrition Education program concepts and competencies are based largely off of the Society for Nutrition Education and Behavior (SNEB) Competencies for Promoting Healthy Individuals, Communities, and Food Systems (Available online here)
- Certificate (Not Applicable)
- Curriculum Grid
- Program and Contact Information
The Nutrition Education Program is listed under the College of Education; this is its first assessment report.
- The Department of Exercise and Nutrition Science (ENS) in the Jerry & Vickie Moyes College of Education offers programs that teach skills and knowledge needed to maintain and enhance human performance and well-being through exercise, fitness, sport, and optimal nutrition. We offer graduate and undergraduate students exceptional educational experiences in a variety of teaching environments supported by faculty with diverse expertise. Our state-of-the-art facilities — including fully equipped laboratories (biomechanics, human performance, nutritional biochemistry, and foods), a networked computer lab, and ample indoor and outdoor fitness and activity areas — provide outstanding areas for student instruction and research. With a curriculum designed to develop professional knowledge and skills, our graduates are prepared for careers in allied healthcare and to work in a variety of educational, health and fitness settings.
- Through instruction, scholarship and service, our department offers Bachelor of Science degrees in Exercise and Sport Science (Fitness Professional and Exercise Science tracks) and Nutrition Education (Integrative Nutrition and Sports Nutrition tracks) and a Nutrition Education minor. We also support the efforts of undergraduates seeking Departmental Honors and/or the Bachelor of Integrated Studies degree, offering Exercise Science and Nutrition Education and as emphases for the BIS Program.
- Nutrition Education majors study nutrition for food values, diet design, health, cultural sensitivity, lifespan, fitness and current issues. Studies will also be tailored to the area of concentration.
- Integrative Nutrition: In this concentration, which can be completed fully online, you will study several nutrition topics related to diet analysis and design, sustainable cooking, the life cycle, multicultural nutrition, fitness, and current issues, as well as, integrate your knowledge and expertise by completing elective courses in selected related disciplines like botany, child and family studies, communications, exercise and sport science, health, microbiology, physical education, psychology and/or professional sales. You will obtain field experience and complete a senior seminar.
- Sports Nutrition: In this concentration, you will study diet analysis and design, life cycle and multicultural nutrition, fitness and sports nutrition, diet therapy, nutrition assessment, advanced human nutrition, anatomy, physiology, chemistry and other related subjects in athletic training, exercise and sport science, physical education and/or psychology. You may obtain field and/or research experience and will complete a senior seminar.
Contact Information:Dr. Jennifer TurleyNutrition Education Program DirectorWeber State University1435 Village Drive, Dept. 2805Ogden, UT 84408-2805(801) 626-6933Academic AdvisorHeidi Costello(801) 626-6727heidicostello@weber.edu - Assessment Plan
Collection and Analysis of Data: Nutrition Program full-time faculty will be required to provide assessment data from courses taught and participate in the oversight and implementation of the program’s assessment plan. Adjunct faculty are required to provide data for courses taught. Data for all program courses will be analyzed and reported by the faculty member in conjunction with the program director.
General Education Life Science (LS) courses: The Nutrition LS1020 Gen Ed course will be assessed each semester using categorized multiple choice questions delivered using Chi-Tester that address either the Natural Science or Life Science Gen Ed Learning Outcomes through course specific questions (direct measure 1) or the life science area committee learning outcome specific question options (direct measure 2).
Required Courses: Required Nutrition Education courses (see program grid in section D. curriculum) will be assessed using categorized multiple choice questions delivered using Chi-Tester and/or a course-specific assessment instrument, rubric, or assignment that directly measures program level learning outcomes for nutrition education majors.
Elective Courses: Elective Nutrition Education courses (see program grid in section D. curriculum) will be assessed using a course-specific assessment instrument, rubric, or assignment that directly measures targeted program level learning outcomes for nutrition education majors.
Assessment of Graduating Majors: Senior Seminar (NUTR 4990) serves as a capstone course for Nutrition Education majors and is typically taken in the last year of study. As a way to assess graduating majors, students enrolled in Senior Seminar will be required to take the Collegiate Learning Assessment. Nutrition Education program, concept and competency learning outcome questions will be included in the WSU exit survey administered to all WSU graduates in which approximately 60% of graduating seniors complete.
Concepts: Students completing the Nutrition Education program will have:
A. Knowledge & Skills to solve nutrition and health related problems.
Method 1: 80% of students will score 70% or better on NUTR 2320 exams.
Method 2: 80% of students will score 70% or better on the comprehensive NUTR 4440 final exam.Additional assessment methods considered for future reports:
Method 3: 70% of students will score 70% or better on NUTR 1020 exams tied to this outcome.
Method 4: 80% of students will score 70% or better on the NUTR 2020 comprehensive final exam.B. Integrated & Applied Expertise to educate and communicate for optimal health promotion and human performance.
Method 1: 80% of students will score 70% or better on the NUTR 3020 supplement facts sheet research presentation.
Method 2: 80% of students will score 70% or better on NUTR 4320 presentations.Additional assessment methods considered for future reports:
Method 3: 80% of students will score 70% or better on the Nutrition LS1020 exam 4 Diet and Exercise Analysis assimilation and communication of results.
Method 4: 80% of students will score 70% or better on NUTR 4420 Laboratory exercises.C. Personal and Community Responsibility to optimize healthful behaviors of individuals, families, and/or communities through the life cycle with networking, resources, and support.
Method 1: 80% of students will score 70% or better on the Nutrition LS1020 Signature Assignment essay.
Method 2: 80% of students will score 70% or better on the NUTR 3420 major project research paper.Additional assessment methods considered for future reports:
Method 3: 80% of students will score 70% or better on NUTR 2320 exam questions tied to this outcome.
Method 4: 80% of students will score 70% or better on the NUTR 2220, 2420, and/or 2020 community observation assignments.D. High Impact Experiences from assimilating or engaging in research, group projects, senior capstone work, and/or community-based fieldwork.
Method 1: 90% of NUTR 1240 students will engage in hands on nutrition and sustainable cooking and earn a 70& or better score in their cooking demonstration assignment.
Method 2: 90% of NUTR 4520 directed research students will earn a course grade of 70% or better.Additional assessment methods considered for future reports:
Method 3: 90% of NUTR 4830 directed readings students will earn a course grade of 70% or better.
Method 4: 80% of students will score 70% or better on the NUTR 2020 lifecycle community observation project.
Competencies: Students completing the Nutrition Education programs will master nutrition concepts in:1. Diet Analysis & Design by performing accurate diet analysis and design according to dietary guidelines for Americans, for health, fitness, and/or sport performance and with comprehensive evaluation, interpretation, and application.
Method 1: 80% of students will score 70% or better on the NUTR 2320 diet design assignments 4 and 5.
Method 2: 80% of students wills core 70% or better on the NUTR 3020 evaluation of student athlete diet analysis and design projects.Additional assessment methods considered for future reports:
Method 3: 70% of students will score 70% or better on the Nutrition LS1020 exam 2 diet analysis reports.
Method 4: 80% of students will score 70% or better on the NUTR 4420 self-fitness-oriented diet project.
2. Nutrient Needs & Functions by gender and activity level for various age groups and health conditions using healthy and sustainable food preparation methods.
Method 1: 70% of students will score 70% or better on NUTR 1020 exam questions tied to this outcome
Method 2: 80% of students will score 70% or better on NUTR 4420 exam 2.Additional assessment methods considered for future reports:
Method 3: 80% of students will score 70% or better on NUTR 2020 case studies tied to this outcome.
Method 4: 80% of students will score 70% or better on NUTR 3040 exams 4, 5 and 6.
3. Nutrition Issues & Assessment across cultures and the lifespan, for fitness and sport performance, in culinary science, and for the prevention and treatment of various medical conditions.
Method 1: 80% of students will score 70% or better on the NUTR 1240 cooking demonstration project
Method 2: 80% of students will score 70% or better on NUTR 3420 exams.Additional assessment methods considered for future reports:
Method 3: 80% of students will score 70% or better on NUTR 2020 case studies tied to this outcome.
Method 4: 80% of students will score 70% or better on NUTR 3040 case studies tied to this outcome.
Method 5: 80% of students will score 70% or better on NUTR 4420 exams 3 and 5.
Method 6: 80% of students will score 70% or better on NUTR 3220 case studies tied to this outcome
4. Human Structure and Function by understanding how nutrition intersects with living and nonliving hierarchies within the human body.
Method 1: 70% of students will score 70% or better on NUTR 1020 exams tied to this outcome.
Method 2: 80% of students will score 70% or better on the comprehensive NUTR 4440 final exam.Additional assessment methods considered for future reports:
Method 3: 80% of students will score 70% or better on NUTR 4420 exams 1 and 4.
Method 4: 80% of students will score 70% or better on NUTR 2320 exams tied to this outcome. - Assessment Report Submissions
- 2021-2022
1) Review and comment on the trend of minority students enrolling in your classes (particularly lower-division, GEN Ed) and in your programs. We currently do not have a plan to effectively assess this trend.
Our department conducts regular surveys of alumni that capture socio-economic and demographic data post-graduation. The yearly demography figures from our department’s tableau data report an increasing percentage of Lantix and female students in most successive years.
2) What support (from enrollment services, advising, first-year transition office, access & diversity, etc.) do you need to help you recruit and retain students?
Continuity of programs implemented last year such the retention peer mentor students will be of great benefit to recruit and retain students. These positions were created with the emphasis on retaining self-identified Black, Indigenous, and Students of Color within the College of Education majors. They could act as the bridge between faculty and advisors in our department to disseminate, recommend and help navigate BIPOC students thru the different opportunities including HIEE, funding, graduation etc.
Peer mentors should utilize Starfish and other university tools to identify students in critical need of academic support. This notification process will allow academic advisors to provide the types of targeted assistance that improves retention.
The Exercise and Nutrition Science academic advising staff provide professional guidance for MCOE students interested in Nutrition Education, Exercise Science, and several pre-professional outcomes (primarily Physical Therapy, Occupational Therapy, and Dietetics). Time constraints and departmental obligations prevent the creation of scaffolding tools for PT, OT, and Dietetics pre-professional students, such as a formalized landing page on the department’s website or a Canvas page (like the one employed for PA students). Support services could work with departmental advisors and provide solutions to help meet this need.
3) We have invited you to re-think your program assessment. What strategies are you considering? What support or help would you like?
Some of the recommendations implemented since last assessment were to strive for a higher threshold than 65% in all of our assessment methods. The minimum threshold for those courses that previously was set up at 65% it is now 70%. We are planning to rotate assessment methods used in order to include a larger variety of courses taught in our program.
In relationship with help and support, there has been some concern about how assessment will be reported once Testing moves from Chi Tester to Canvas. It will be of help to develop and make accessible a tutorial on the most efficient ways to collect assessment data tied to learning outcomes from Canvas.4) Finally, we are supporting our Concurrent Enrollment accreditation process. Does your program offer concurrent enrollment classes? If so, have you been able to submit the information requested from the Concurrent Enrollment office? Staff from OIE will reach out to you in the next few months to assist in finalizing that data submission as well as gather information for concurrent Gen Ed assessment.
The nutrition program offers two concurrent enrollment courses NUTR 1020 LS SUS - Science and Application of Human Nutrition and NUTR 1240 SUS - Nutrition and Sustainable Cooking. No information has been submitted to the Concurrent Enrollment office regarding assessment. Changes to NUTR 1240 SUS have been implemented to comply and be able to assess the Utah State Board of Education Culinary Arts Pathway Strands and Standards related to this class.
The full report is available for viewing.
- 2019-2020
1) First year student success is critical to WSU’s retention and graduation efforts. We are interested in finding out how departments support their first-year students. Do you have mechanisms and processes in place to identify, meet with, and support first-year students? Please provide a brief narrative focusing on your program’s support of new students:
Here are some of the strategies implemented to support any first-year students taking courses in our program(s).
- Refining orientation, focusing on getting students involved in college and department curriculum
- Meetings with ENS advisor Matthew Smith.
- Communication plan by Matthew Smith regardless if they are currently enrolled in program courses. Departmental news and events such as communicating deadlines and dates, student senate openings and other university, college and department service opportunities (applies for a & b).
- Bounce back compliant. Students with GPA 2.0 or below are contacted to participate in this program which emphasize best student skill practices to succeed in our program (applies for a & b).
- Our advisor participates in current conferences on best retention practices for first year and we focus on how to recruit and retain students using gateway courses like NUTR LS 1020.
Any other Ideas?
- NUTR LS1020 employs supplemental instruction on the WSU and WSD campuses every semester taught.
- NUTR LS1020 and NUTR 2320 are standardized across all sections and delivery modes to reduce confusion by students taking the course with different professors.
Here are some of the strategies implemented to support students declared in our program, whether or not they are taking courses in your program(s)
- Engage them in Nutrition extracurricular activities such as supplemental instruction, mentoring, exercise and nutrition sciences club, undergraduate research, among others
- Use of starfish (a and b)
- ENS academic advisor available for scheduled meetings and drop in advisement. ENS faculty provide student advisement as well.
- If students present interest in grad school our ENS advisor guides application process in conjunction with Shari Leder and college of health profession advisors
- Matthew Smith has taken ownership of the PT pre OT and pre PT advisor of the university. Our NUTR students have benefit from the close guidance and advice to go in to this field
- Matthew Smith serves in committees and task forces to streamline course offerings and student retention.
- Our department evaluates bottleneck courses and assess plans of action to prevent dropout.
- Course articulation and design of “must-have/relevant” nutrition courses to facilitate integration of students across the USHE system
2) A key component of sound assessment practice is the process of ‘closing the loop’ – that is, following up on changes implemented as a response to your assessment findings, to determine the impact of those changes/innovations. It is also an aspect of assessment on which we need to improve, as suggested in our NWCCU mid-cycle report. Please describe the processes your program has in place to ‘close the loop’.
- This is the nutrition education program’s first assessment report. We indent to respond to feedback from the office of institutional effectiveness and incorporate changes that are feasible in our next assessment report.
- Increase our field experience options for students
- Include more courses such as NUTR 2020 and NUTR 3040 to support competency 3 Nutrition Issues and Assessment and competency 4 Human Structure and Function
- Create a “Master” exam that test our program competencies and concepts. Sections of this exam will be placed in each of the courses utilized to measure these learning outcomes.
- Create “nutrition education program signature assignments” for each required course in the curriculum.
- Align our learning objectives and curriculum in order to allow our graduates to obtain The Certified Nutrition Specialist ®(CNS®) Credential.
- Align our curriculum to changing graduate program pre-requisites for RDN credentialing.
- Construct surveys and feedback instruments to evaluate job placement after 6 month and longer graduation.
- Address those learning outcomes that we did not consistently meet by evaluating an revising those questions with more than 50% of students answering incorrectly. Teaching methods and course content tied to these learning outcomes will be evaluated and edited if necessary. Assignment instructions tied to learning outcomes not met, will also be revised and rewritten for clarity if needed. Sample work will be provided. Students will be asked to peer-evaluate their work prior to submission.
- Continue to evaluate our courses, learning outcomes, and course work to determine if there are additional or more effective measures for our learning outcomes.
- When the time comes, respond to feasible program review suggestions by the program review committee after our first program review in 2022/2023.
The full report is available for viewing
- 2017
- 2016
- 2015
- 2014
- 2013
- 2021-2022
- Program Review