Archived Assessment Report
| Program | Nutrition AS Degree |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Final Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 2. Demonstrate an understanding of the role of food and lifestyle choices and their relationship to health status. | Students will be able to determine the connections between lifestyle choices and health outcomes. |
| 7. Identify cultural, behavioral, and social influences on food choices. | Students will be able to determine which cultural, behavioral, and social influences are impacting food choices in various scenarios. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 2. Demonstrate an understanding of the role of food and lifestyle choices and their relationship to health status. | Cengage MindTap Chapter 1 Case Study: Reducing Disease Risk | NUTR 2110 courses | 70% or better proficiency |
| 7. Identify cultural, behavioral, and social influences on food choices. | Understanding Influences on Food Choices Assignment | NUTR 2110 | 70% or better proficiency |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 2. Demonstrate an understanding of the role of food and lifestyle choices and their relationship to health status. | Students showed high proficiency in this area, averaging a 95.8% on the case study over the five NUTR 2110 courses reporting. | Yes, this case study was selected specifically to target this particular learning outcome. | This shows us that our students are able to apply their knowledge related to lifestyle choices and health outcomes. |
| 7. Identify cultural, behavioral, and social influences on food choices. | Students showed high proficiency in this area, averaging a 96.5% on the assignment over the four NUTR 2110 courses reporting. | Yes, the assignment was designed to target the learning outcome. | This shows us that our students are understanding, and even mastering, the content related to this learning outcome. |
| 2. Demonstrate an understanding of the role of food and lifestyle choices and their relationship to health status. | |
|---|---|
| Describe the change that was implemented. | No changes. Would like to see another semester of data. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | No. |
| What data motivated the change? | Results were positive, with students showing mastery at a high level. |
| Hypothesis about the effect the change will have? | We would like to see if the results hold stead over another semester. |
| 7. Identify cultural, behavioral, and social influences on food choices. | |
|---|---|
| Describe the change that was implemented. | The Department Chair will send an email reminder out to the Nutrition instructors prior to the start of the Spring 2025 term. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | No. |
| What data motivated the change? | Only 4 of the 5 courses were assessed in Fall 2024 due to one instructor forgetting to include the assignment in her syllabus/class. |
| Hypothesis about the effect the change will have? | The email will serve as a reminder for all instructors to include the assessment assignment in their syllabus and course schedules. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|---|---|
| 2. Demonstrate an understanding of the role of food and lifestyle choices and their relationship to health status. | Same as the first round. | All NUTR 2110 courses. |
| 7. Identify cultural, behavioral, and social influences on food choices. | Same tool, just adding a reminder email to instructors. | All NUTR 2110 courses. |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Second Round Results | Intepretation of Results, Pre- and Post-Change | Follow up questions, possible next steps |
|---|---|---|---|
| 2. Demonstrate an understanding of the role of food and lifestyle choices and their relationship to health status. | Students showed high proficiency in this area, averaging a 90% on the case study over the five NUTR 2110 courses reporting. | Continue with current teaching and assessment methods. | |
| 7. Identify cultural, behavioral, and social influences on food choices. | Students showed high proficiency in this area, averaging a 98.8% on the assignment over the four NUTR 2110 courses reporting. 100% of the instructors participated in the assessment this round. | Continue with the current teaching methods and assessment tools. |
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
Nutrition students achieved and maintained a high level of proficiency in the learning outcomes assessed during this cycle.
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
In this round, no changes needed to be made. Students performed at a high level and this held true for both Fall and Spring terms.
What did you learn about the teaching and learning of "Practicing Community" in your programs?
Although Nutrition taught Practicing Community in the curriculum, it was not assessed directly prior to this assessment cycle. A couple of direct assessments were added to NUTR 2110 classes due to this assessment cycle, and it was a positive addition to our program.
Describe any external factors affecting the program or affecting assessment of the program.
N/a.